Title Recognition Test for Preschoolers (TRT-VS)

The German Title Recognition Test for Preschoolers (TRT-VS) is an instrument for the assessment of print exposure. While the K-TRT has been developed for assessing print exposure of primary school students, the TRT-VS is designed for four- to seven-year-old children. It measures shared reading with parents and other adults.

The TRT-VS is an adaptation of the Children‘s Title Checklist (Sénéchal, LeFevre & Lawson, 1996). Parents indicate for selected book titles whether they are known to them which is a proxy measure for the reading experience of their child. A new feature of the TRT-VS in comparison to the CTC is that not only adults, but also children can be tested. To minimize guessing, the test also includes distractor items.

We tested the TRT-VS in a large study and found that it is strongly correlated both with a home literacy environment questionnaire and precursors of reading (phonological awareness, vocabulary).

There are two parallel forms of the TRT-VS which can be freely used for scientific studies. There are two versions at your disposal: Firstly a paper and pencil version which can be used for adults. Secondly a computerized audio version that can be used for children aged four to seven years.

If you use the TRT-VS in a study, please refer to the following reference:

Grolig, L., Cohrdes, C. & Schroeder, S. (2016, September). Der Titelrekognitionstest für das Vorschulalter (TRT-VS): Erfassung des Lesevolumens von präkonventionellen Lesern und Zusammenhänge mit Vorläuferfertigkeiten des Lesens [The Title Recognition Test for Kindergarteners (TRT-VS): Assessment of preconventional readers' print exposure and its relations to precursors of reading]. Paper presented at the 50th Conference of the German Society for Psychology, Leipzig.

If you want to use the audio version or have questions or remarks, please contact:

Lorenz Grolig

Sénéchal, M., LeFevre, J. A. & Lawson, E. P. (1996). Knowledge of Storybooks as a Predictor of Young Children's Vocabulary. Journal of Educational Psychology, 88, 520-536.