The Woodcock Reading Mastery Test

Assessment, 2005

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.

1995

A study evaluated the validity of the Illinois Goal Assessment Program (IGAP) grade-3 reading assessment from 2 perspectives: its relationship to 21 other measures of reading via factor analyses, and the sensitivity of the IGAP to instruction in 3 schools via multiple regression.

1995

A study evaluated the validity of the Illinois Goal Assessment Program (IGAP) grade-3 reading assessment from 2 perspectives: its relationship to 21 other measures of reading via factor analyses, and the sensitivity of the IGAP to instruction in 3 schools via multiple regression.

Journal of Learning Disabilities, 1993

An unresolved question in early screening is whether test-based or teacher-based assessments should form the basis of the classification of children at risk of educational failure. Available structured teacher rating scales are lacking in predictive validity, and teacher predictions of students likely to experience reading difficulties have yielded disappointing true positive rates, with teachers failing to identify the majority of severely disabled readers. For this study, three educational screening instruments were developed: (a) a single teacher rating, categorizing children into three levels of reading ability (advanced, average, poor); (b) a 15-item teacher questionnaire designed to measure students' cognitive and language ability, attentional and behavioral characteristics, and academic performance; and (c) a battery of language and reading tests that are predictive of, or correlate with, reading failure. The concurrent validity of each instrument was assessed in a sample...

Review of Educational Research, 2014

Recent studies indicate that examiners make a number of intentional and unintentional errors when administering reading assessments to students. Because these errors introduce construct-irrelevant variance in scores, the fidelity of test administrations could influence the results of evaluation studies. To determine how assessment fidelity is being addressed in reading intervention research, we systematically reviewed 46 studies conducted with students in Grades K–8 identified as having a reading disability or at-risk for reading failure. Articles were coded for features such as the number and type of tests administered, experience and role of examiners, tester to student ratio, initial and follow-up training provided, monitoring procedures, testing environment, and scoring procedures. Findings suggest assessment integrity data are rarely reported. We discuss the results in a framework of potential threats to assessment fidelity and the implications of these threats for interpreting...

Formal reading tests are unavailable in the country. This study seeks to develop, standardize and validate a reading protocol to profile reading errors and ascertain grade level performance. A standard group comparison design is used to empirically validate 'foundation' and 'intermediate' levels of a proposed 3-layered protocol comprising of 17-item examination list covering a sample of 302 children with learning disabilities with lag in reading between nursery-class four. Following standard procedure of tool construction, the developed instrument is shown to be amenable for routine clinical administration, scoring and interpretation based on norms derived in this study. Results show a developmental trend in achieving reading competencies with an identified list of errors. The reliability-validity estimate of the tool and qualitative observations on item analysis are reported while claiming its utility in diagnostic decision making as well as for planning remediation programs for such affected children.

Journal of Learning …, 2011

Journal of Learning Disabilities, 2010

Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 × 2 × 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional programs, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation. Downloaded from 958 Participants Screened Years 1-5 53% Cauc., 58% Male, 59% met RD criteria 1 9% Discrepancy only, 25% Low Achievement only, 65% Both 305 RD 2 participated in Study Years 1-5 279 completed 1 full year of intervention 83 Atlanta, 84 Boston, 112 Toronto 52% Cauc., 61% Male, 77% had 1 Yr FU 3 8% Discrepancy only, 28% Low Achievement only, 64% Both 68 Math + CSS Yrs 1-5 23 ATL, 16 BOS, 29 TOR 52% Cauc, 60% Male 69 PHAB + CSS Yrs 1-5 24 ATL, 13 BOS, 32 TOR 51% Cauc., 71% Male, 72% had 1 Yr FU 69 PHAB + RAVE-O Yrs 1-5 17 ATL, 32 BOS, 20 TOR 52% Cauc., 58% Male, 80% had 1 Yr FU 73 PHAST 4 Yrs 1-5 19 ATL, 23 BOS, 31 TOR 52% Cauc., 56% Male, 78% had 1 Yr FU

2019

Many adolescents struggle with reading comprehension, despite the emphasis on reading instruction in recent decades. Evidence suggests that informational text is particularly challenging for students. Universal screening data can be useful when identifying students who are at risk of not meeting proficiency standards on high-stakes assessments and in need of reading intervention. To implement assessments within a multi-tiered framework, schools must have psychometrically adequate tools. Using data of 473 students in Grades 6 through 8 from two Maine middle schools, this study examined the relationship between the NWEA's Measures of Academic Progress in Reading (MAP-R) and Maine's eMPowerME English Language Arts/Literacy (ELA/L) test by Measured Progress. Logistic regression models were statistically significant, with MAP scores explaining 54.6% and 58.2% of the variance in proficiency on the eMPowerME and correctly classifying 83% and 80% of cases for Grades 6-7 and 7-8. Gender, SES, and disability status were used to determine if value was added by combining MAP scores with student ACNOWLEDGEMENT I want to give a sincere thank you to all my past and current committee members (Dr.

2006

Response to intervention (RTI) must be combined with comprehensive cognitive assessment to identify children with learning disabilities. This article presents the Cognitive Hypothesis Testing (CHT) model for integrating RTI and comprehensive evaluation practices in the identification of children with reading disabilities. The CHT model utilizes a scientific method approach for interpreting cognitive and neuropsychological processes together with evaluation of ecological and treatment validity data to develop targeted interventions for students who do not respond to standard academic interventions. A case study highlights how CHT practices can lead to effective interventions for a child who did not respond to a phonologically based reading intervention. In addition, discriminant analyses of 128 children with reading disabilities revealed the presence of Global, Phonemic, Fluency-Comprehension, and Orthographic subtypes. Results suggest subtypes show disparate cognitive profiles that ...