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DRP – Subtests and Practice Questions

What Subtests are on the DRP® Test?

DRP, the Degrees of Reading Power, consists of eight subtests or measures that assess reading comprehension skills.

1. Literal Comprehension:  The test evaluates a student’s ability to understand the explicit information presented in a text. This includes identifying facts, details, and events in the reading passage.

2. Inference (Context Clues):  The DRP measures a student’s capacity to make logical inferences based on the information provided in the text. This involves drawing conclusions and making connections not explicitly stated in the passage.

3. Vocabulary:  Vocabulary skills are assessed to determine a student’s ability to understand and interpret the meaning of words and phrases within the context of the passage.

4. Main Idea and Supporting Details:  The test examines whether the student can identify the main idea or central theme of a passage and recognize the supporting details that contribute to it.

5. Sequencing: Students are evaluated on their ability to order events or ideas within a text, demonstrating an understanding of the structure and organization of the passage.

6. Critical Analysis:  The DRP may also assess a student’s capacity to evaluate, critique, and analyze the content of a text, including the author’s purpose, tone, and argument.

7. In-Text References:  The test can measure whether students can identify and understand in-text references, such as pronoun usage or connecting ideas within a passage.

8. Drawing Conclusions:  Students are assessed on their ability to make reasonable and logical conclusions based on the information in the text.

Skills Covered Within the Subtests On The DRP

1. Literal Comprehension:

  • What was the main character’s name in the story?
  • Where did the story take place?
  • How did the story end?

2. Inferential Comprehension:

  • Why do you think the main character made that particular decision?
  • Based on the information in the passage, what can you infer about the character’s feelings?
  • What might happen next in the story, based on the clues provided?

3. Main Idea and Supporting Details:

  • What is the central idea of the passage?
  • Which details in the text support this main idea?
  • What is the purpose of the passage? Why was it written?

4. Vocabulary and Context Clues:

  • What does the word “ubiquitous” mean in the context of the passage?
  • Use context clues to determine the meaning of the word “ephemeral.”
  • Find a synonym for “perseverance” in the text.

 5. Text Structure:

  • How is the passage organized? Is it a narrative, informational, or persuasive text?
  • Identify the introduction, body, and conclusion of the passage.
  • How do the headings and subheadings contribute to the organization of the text?

6. Drawing Conclusions:

  • Based on the information in the passage, what can you conclude about the character’s motivations?
  • What might the author be trying to convey about the topic discussed in the text?
  • What can you infer about the potential consequences of the actions described in the passage?

The DRP is designed to assess a student’s ability to comprehend and interpret written information at various levels of complexity, making it a valuable tool for educators to track reading development and identify areas where students may need additional support. The specific skills assessed may vary slightly depending on the version or edition of the test in use.

Prepare your child to excel on reading tests like the DRP, help them avoid common test-taking mistakes, and ensure a fair evaluation of their abilities. Join Testing Mom today and get 100 Free Practice Questions!

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DRP Sample Questions

Sample 1 (4th Grade Level):

Read the following passage. Identify the choice that best completes the statement or answers the question.

 Letter to Principal

Dear Mrs. Powell,

My name is Noah, and I am a fourth-grade student. I am writing to tell you why I think recess should be longer at our school. To begin with, I really need the exercise! Sitting for most of the day makes me fidgety. It is hard for me to focus on schoolwork when I am full of energy. I often find myself bouncing in my chair in my afternoon classes. Thank goodness, my teacher lets me stand at my desk when I feel this way. Honestly, I think all classes would be less wild in the afternoon if we had more time to run around after lunch.

I would like you to increase our recess time from thirty minutes to one hour. I know you think that increasing recess time to one hour will take away from important lessons. But I think that students can get more done in less time if they are focused. And, by increasing recess to an hour, my friends and I could actually play a real soccer game! Plus, I think I heard the President of the United States says that getting outside is important to our health. I know that you want me and my friends to be healthy.

Thank you for considering this issue.

Your student,

Noah Roberts, 4th grade


1. What is the author’s purpose for writing this letter?

  1. to explain that playing soccer is fun
  2. to tell the principal that he has a lot of energy
  3. to persuade the principal to increase recess time
  4. to say that going outside is healthy


2. What does the author imply in this sentence?

“I know you think that increasing recess time to one hour will take away from important lessons.”

  1. the principal will increase the recess time
  2. the principal thinks Noah has good ideas about recess
  3. the principal thinks that Noah just wants more time to play outside
  4. the principal will question Noah’s reasons for increasing recess


3. What is the main reason why Noah wants the principal to increase recess time?

  1. he doesn’t like school
  2. he will focus better in class
  3. he prefers to play soccer
  4. he wants to get fresh air


4. What does the underlined word “considering” most nearly mean in line ?

  1. agreeing
  2. changing your mind
  3. saying no
  4. thinking about


5. What is the last reason Noah gives the principal to convince her to increase recess time?

  1. the President of the United States thinks getting outside is healthy
  2. he could play a full game of soccer
  3. he will focus better
  4. he needs exercise


6. What does the teacher let Noah do when he gets fidgety?

  1. go outside
  2. take a break
  3. stand at his desk
  4. play soccer


Answers:  C, D, B, D, A, C


Sample 2 (7th Grade Level):

Read the following passage. Identify the choice that best completes the statement or answers the question.

On the day I was to leave Mumbai, I was handed my satchel with a copy of Ivanhoe in it, my notebook and pencil, and a handful of sweets carefully wrapped in waxed paper. They took me to the dock only a little time before the great horn blared its warning of departure. I was so in awe of the towering vessel I don’t think I even looked back at those members of the family who had come to see me off. Until now, I’ve never been one for looking back. Instead, I set out on a systematic exploration of my new world. Of course, I only touched the surface that first day, but I couldn’t imagine how thousands of people could be contained in an engined island, or how that island could include tennis courts, bowling alleys, cinemas, shops, swimming pools, halls full of slot machines, gymnasiums, spas, restaurants, lounges, and still have space for kitchens, janitorial supplies, and places to sleep. More incredible still and the basis of a lifelong addiction was the massive engine room—off limits to passengers, but an unimaginably rich and magical landscape for a nine-year-old boy.

1. Based on the passage, the boy’s relationship with his family appears:

  1. close
  2. strained
  3. remote
  4. unimportant


2. The author characterizes the boy as:

  1. independent and resourceful
  2. practical and unsentimental
  3. methodical and self-contained
  4. fascinating and adventurous


3. The story is told from the point of view of a:

  1. a nine-year-old boy who leaves his family
  2. a man looking back on a particular time in his life
  3. a boy looking back on an event in his past
  4. an old man recalling a life lived long and well


Answers:  D, C, B

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How is the DRP Scored?

Scores are reported with longitudinal, individual DRP, and diagnostic summary reports. The scoring of DRP assessments is anchored in specific criteria for each subtest. These scores serve the pivotal role of pinpointing students facing potential reading challenges, thus guiding instructive decisions. Schools frequently establish benchmarks to appraise whether students meet grade-level expectations.

Students’ results are reported on an individual performance chart. This report presents information regarding a student’s reading proficiency. The crucial information within this report includes the student’s self-sufficient reading level (where they comprehend 90 percent of the text) and their educational reading level (ranging from 70 to 80 percent comprehension, depending on their grade level).

The Degrees of Reading Power (DRP) test is typically scored based on the number of correct answers a student provides on the test. Here’s a general overview of how the DRP is scored:

Raw Score:  The raw score is the total number of correctly answered questions or items on the test. This score reflects the student’s performance in terms of the number of questions they answered correctly.

DRP Score:  The raw score is then converted into a DRP score. The DRP score is a measure of a student’s reading comprehension ability. It is usually reported as a numerical score, such as a DRP level or scale score. This score indicates the student’s reading proficiency relative to their grade level or age group.

DRP Levels:  The DRP test is often divided into different levels, each corresponding to a particular grade or reading ability. For example, a DRP level might be designated as “Level 60,” indicating the reading ability of a student at or near the 6th-grade level.

Percentile Rank:  In addition to the DRP score, the test results may include a percentile rank. This rank indicates how a student’s performance compares to that of a nationally representative group of students. For example, a percentile rank of 75 means the student performed better than 75% of the students in the reference group.

Interpretation:  The DRP score and percentile rank provide a way to interpret a student’s reading comprehension ability and compare it to their peers. A higher DRP score and percentile rank typically indicate stronger reading comprehension skills.

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