(TOC) Test of Orthographic Competence

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(TOC) Test of Orthographic Competence

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Benefits Assesses aspects of the English writing system integral to proficient reading and writing
Ages 6 years to 17 years, 11 months
Admin time 30 to 45 minutes
Scores Standard scores and percentiles for both subtests and composites
Norms Based on a national representative sample of 1,477 individuals
Publish Date 2008
Qualifications Level B required.
About Qualification Levels
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About This Product

Picture of (TOC) Test of Orthographic Competence

The TOCassesses letters, spelling, punctuation, abbreviations, and special symbols through  three age-related forms (6 to 7 years, 8 to 12 years, and 13 to 17 years). Classroom teachers, special education teachers, reading specialists, school psychologists, speech–language pathologists, or any other professionals with some training in standardized test administration can use the TOC.

 

The TOC has nine subtests, which vary by age level. The form for ages 6 to 7 years comprises Signs and Symbols, Grapheme Matching, Homophone Choice, and Punctuation. The form for ages 8 to 12 years comprises Homophone Choice, Punctuation, Abbreviations, Letter Choice Word Scramble, and Sight Spelling. The form for ages 13 to 17 years comprises Punctuation, Abbreviations, Letter Choice, Word Scramble, Sight Spelling, and Word Choice. 

 

Subtest Descriptions

  • Signs and Symbols:The child looks at a series of printed signs and symbols, such as a club from a deck of cards, an equal or a dollar sign, or a numeral 5. The child is asked to tell the examiner what each sign signifies.
  • Grapheme Matching:The child is shown a series of rows, each of which has five figures. The figures can be objects, signs, letters, or a group of letters (e.g., b e o l e). In each row, two of the five figures are identical. The child is to identify the two identical figures in each row by making a slash through them. The child is given two minutes to complete as many rows as possible. 
  • Homophone Choice:Students look at a picture with two or three possible spellings choices (e.g., a picture of a boat oar with the spelling choices of oarore, and or). The students then circle the word they think is the correct spelling for the picture in each row.
  • Punctuation:The student is given a list of printed sentences that contain no punctuation except for spacing between the words (e.g., where is edward b brown). The task is for the student to supply the missing punctuation by editing the sentence. 
  • Abbreviations:The examiner points to one of several abbreviations printed on a page (e.g., 4:00Dr.USA) and asks the student to tell or write (depending on which version is given) what the particular abbreviation means.
  • Letter Choice:The student is shown rows of words where one of four letters (p, d, b, or q) is missing from the word (e.g., _etter, where the letter bis missing from the word; or sai_, where the letter dis missing from the word). The student is given two minutes to write in the correct letters that will make each one into a real word.
  • Word Scramble:The student is shown sets of scrambled letters that can be rearranged to spell real words (e.g., the letters nracan be rearranged to spell the word ran). The student has three minutes to re-order as many groups of letters into words as possible within the time frame. 
  • Sight Spelling:The examiner says a word and the student is shown part of the word where one or more of the letters is missing (e.g., the examiner says the word knowand the student sees ___ow.) The student is asked to fill in the missing letter or letters to complete the spelling of the word.
  • Word Choice: The examiner says a word and the student looks at three possible phonically regular spelling choices (e.g., sitty,siteecity). The student then circles what he or she thinks is the correct spelling of the word in each row.

Composites

The results of the subtests on each version can be combined to form an overall composite, called Orthographic Ability (OA). The results from the 8 to 12 and 13 to 18 forms can be combined to create three additional orthographic composites: Conventions (CO), Spelling Accuracy (SA), and Spelling Fluency (SF).

Technical Characteristics

The TOC evidences a very high degree of reliability across coefficient alpha, test–retest, and scorer differences. Alphas for the composites range from .90 to .98 and from .81 to .97 for the subtests. The TOC also possesses strong content-description, criterion-prediction, and construct-identification validity, indicating it can be used with confidence. The Orthographic Ability Index correlates in the .70s with 10 popular measures of reading and writing.

 

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