Gray Oral Reading Tests–Fourth Edition

For the Gray Oral Reading Test grade-level data on 186 disabled (reading-retarded) children showed reasonable long-term stability. WISC-R scores did not predict their reading scores. Correlations between the Gray and Gates-MacGinitie Reading Test grade-levels were moderate, though Gray scores were significantly lower than Gates scores.

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Direct Instruction: Effects on Oral and Written Language Comprehension

Learning Disability Quarterly ◽

10.2307/1510677 ◽

1980 ◽

Vol 3 (4) ◽

pp. 70-76 ◽

Cited By ~ 29

Author(s):

John Lloyd ◽

Douglas Cullinan ◽

Elizabeth D. Heins ◽

Michael H. Epstein

Keyword(s):

Direct Instruction ◽

Oral Reading ◽

Learning Disabled ◽

Control Group ◽

Reading Tests ◽

Homogeneous Groups ◽

Significant Difference ◽

Group A ◽

Basic Facts ◽

Based Instruction

Twenty-three learning disabled children were randomly assigned to three different classrooms, one of which served as a control condition. The two experimental classrooms consisted of homogeneous groups of students who were provided behaviorally based instruction, including direct instruction in language skills such as vocabulary, statement repetition, literal and inferential comprehension, and basic facts (e.g., names of months). At posttesting on the Slosson Intelligence and Gilmore Oral Reading tests the mean score of the experimental classes were found to be approximately three-fourths of a standard deviation higher that the means for the control group, a directionally significant difference in both cases. The results are discussed as support for the proposition that use of direct instruction procedures is a successful means of overcoming the learning difficulties of children considered learning disabled.

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Timed Oral Reading Tests May not Reflect True Reading Abilities in School-age Children who Stutter

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2015.03.265 ◽

2015 ◽

Vol 193 ◽

pp. 234-238

Author(s):

Kathleen Scaler Scott ◽

Lourdes Ramos-Heinrichs ◽

Edna J. Carlo ◽

Sandra Garzon ◽

Diane Paul

Keyword(s):

Oral Reading ◽

School Age Children ◽

School Age ◽

Reading Tests ◽

Reading Abilities ◽

True Reading

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A Comparison of Certain Oral Reading Tests

The Journal of Educational Research ◽

10.1080/00220671.1950.10881798 ◽

1950 ◽

Vol 43 (6) ◽

pp. 441-452 ◽

Cited By ~ 4

Author(s):

George Spache

Keyword(s):

Oral Reading ◽

Reading Tests

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Relationship Between Single Word Reading, Connected Text Reading, and Reading Comprehension in Persons With Aphasia

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00135 ◽

2020 ◽

Vol 29 (4) ◽

pp. 2039-2048

Author(s):

Kimberly G. Smith ◽

Anna E. Ryan

Keyword(s):

Reading Comprehension ◽

Oral Reading ◽

Word Reading ◽

Silent Reading ◽

Single Word ◽

Reading Tests ◽

Reading Accuracy ◽

Connected Text ◽

Text Reading ◽

Single Word Reading

Purpose This study examined the relationship between single word reading, connected text reading, and comprehension in persons with aphasia. Method Thirteen persons with aphasia read orally from the Arizona Battery for Reading and Spelling real-word and nonword lists and the Gray Oral Reading Tests–Fifth Edition. The comprehension questions following each paragraph of the Gray Oral Reading Tests–Fifth Edition were answered and scored. The Reading Comprehension Battery for Aphasia–Second Edition provided a measure of silent reading comprehension. Descriptive statistics and Spearman correlation were used to examine associations among reading measures. Results Persons with aphasia showed associations between single word reading and connected text reading accuracy; however, single word reading ability was not associated with oral or silent reading comprehension. Conclusions Although preliminary, the findings provide support for word-level reading abilities underlying connected text reading accuracy but suggest additional cognitive mechanisms are involved in text-level reading comprehension that are not explained by single word reading alone. The findings indicate clinicians should use caution when inferring comprehension abilities from single word reading performance as reading comprehension abilities are likely best assessed using text-level comprehension assessments.

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Performance of Elementary-Grade African American Students on the Gray Oral Reading Tests

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461(2004/015) ◽

2004 ◽

Vol 35 (2) ◽

pp. 141-154 ◽

Cited By ~ 24

Author(s):

Holly K. Craig ◽

Connie A. Thompson ◽

Julie A. Washington ◽

Stephanie L. Potter

Keyword(s):

African American ◽

Oral Reading ◽

African American Students ◽

American English ◽

Typically Developing ◽

Reading Tests ◽

Poor Reading ◽

Standard American English ◽

American Students ◽

Elementary Grade

Purpose: African American students perform disproportionately more poorly on standardized reading assessments than their majority peers. Poor reading performances may be related to test biases inherent in standardized reading instruments. The purpose of this investigation was to examine the appropriateness of the Gray Oral Reading Tests-Third Edition (GORT-3; Wiederholt & Bryant, 1992) for assessing the reading abilities of elementary-grade African American students. Method: Performances of 65 typically developing African American second through fifth graders were examined on the GORT-3. Results: African American English (AAE) was produced by most students while reading passages from the GORT-3 that were written in Standard American English (SAE). A scoring correction for AAE resulted in a statistical improvement in the performance distributions, but this did not appear to be educationally significant. Measures of total feature production predicted reading accuracy and rate, but not comprehension. Clinical Implications: Findings are discussed in terms of the appropriateness of this instrument for use by speech-language pathologists as they contribute to curricular and classroom placement decisions in schools with large numbers of typically developing African American students.

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