Gray Oral Reading Tests: Some Reliability and Validity Data with Learning-Disabled Children

1982 ◽  
Vol 50 (2) ◽  
pp. 673-674 ◽  
Author(s):  
David B. Ryckman
Keyword(s):  
Oral Reading ◽  
Reliability And Validity ◽  
Learning Disabled ◽  
Reading Test ◽  
Reading Scores ◽  
Reading Tests ◽  
Validity Data ◽  
Long Term Stability ◽  
Grade Levels ◽  
Level Data

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.

Learning-Disabled Boys as Adolescents: Cognitive Factors and Achievement

PEDIATRICS ◽  
1978 ◽  
Vol 62 (3) ◽  
pp. 298-298
Author(s):  
Peggy T. Ackerman ◽  
Roscoe A. Dykman ◽  
John E. Peters
Keyword(s):  
Oral Reading ◽  
Grade Level ◽  
Digit Span ◽  
Learning Disabled ◽  
Activity Level ◽  
Reading Test ◽  
Achievement Level ◽  
Reading Tests ◽  
Wide Range Achievement Test ◽  
Wide Range

Ninety-three boys, classified in grade school as either learning-disabled (LD) or normal achievers (controls), were followed-up at age 14. The 62 LD returnees remained, as a group, seriously retarded on the Gray Oral Reading Test and on the spelling and arithmetic subtests of the Wide Range Achievement Test (WRAT), but were just over a year behind (age norms) on the WRAT reading test. Controls averaged 10th-grade level on both reading tests and at grade level on the WRAT spelling and arithmetic tests. LD returnees wrote significantly slower than controls, their own names as well as a word and short sentence. Students who had poorest outcomes at follow-up were those who had the most severe early reading problems and who had depressed scores on the Information, Arithmetic, Digit Span, and Coding subtests of the WISC. This cluster continued to separate LD students and controls at age 14. Achievement-level outcomes were not related to earlier classification by activity level and neurological maturity on to intervention efforts.

Direct Instruction: Effects on Oral and Written Language Comprehension

1980 ◽  
Vol 3 (4) ◽  
pp. 70-76 ◽  
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.

scholarly journals Validating Criterion-Referenced Reading Tests

1977 ◽  
Vol 9 (2) ◽  
pp. 129-135
Author(s):  
Daniel S. Sheehan ◽  
Mary Marcus
Keyword(s):  
Decision Making ◽  
Developmental Process ◽  
Reliability And Validity ◽  
Reading Test ◽  
Criterion Measure ◽  
Reading Tests ◽  
Validity Assessment ◽  
Criterion Referenced ◽  
Traditional Approaches ◽  
Repeated Test

Validation is an important step in the developmental process of any reading test. Yet traditional approaches to reliability and validity assessment are not relevant for criterion-referenced reading tests. A more relevant approach defines reliability in terms of the consistency of decision-making across repeated test administrations and validity in terms of the accuracy of decision-making between an administration of a reading test and an administration of a criterion measure. A technique for measuring this type of reliability and validity is described in this paper along with an example of how it was used with a criterion-referenced reading battery.

Relationship between Reading Scores on the Wide Range Achievement Test and the Gilmore Oral Reading Test in Young Children

1981 ◽  
Vol 49 (1) ◽  
pp. 191-193 ◽  
Author(s):  
Rita Hollensworth ◽  
Robert B. White
Keyword(s):  
Oral Reading ◽  
Achievement Test ◽  
Reading Test ◽  
Reading Scores ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Two Measures ◽  
The Difference ◽  
Grade Placement ◽  
Wide Range Achievement

The relationship between the reading scores of children ages 7 to 9 yr. on the Wide Range Achievement Test and the Gilmore Oral Reading Test was investigated. The 50 children (37 males and 13 females) had a mean age of 8.6 yr., and a mean grade placement of 2.98. They obtained a mean grade level reading score of 3.27 on the achievement test and 2.26 on oral reading (accuracy). Although the correlation between the two scores was .87, 47 of the children scored higher on the achievement test. As the difference between the mean scores on the two tests was significant, it appears that the two measures produce neither identical nor interchangeable information.

Pilot Study of Telephone Tutoring in Reading Skills

2005 ◽  
Vol 101 (2) ◽  
pp. 505-509
Author(s):  
Joseph M. Strayhorn
Keyword(s):  
Pilot Study ◽  
Service Delivery ◽  
Oral Reading ◽  
Reading Skills ◽  
Reading Test ◽  
Delivery Method ◽  
Grade Levels ◽  
Average Grade

This study tested the feasibility of tutoring children in reading via telephone sessions. 19 children received tutoring from any of 6 tutors for an average of 7.6 hr. per month. Initially, these children were an average of 10.4 yr. old, in average Grade 4.8, and averaged 2.9 grade levels behind their grade expectations on the Slosson Oral Reading Test. Before tutoring the children had progressed on the Slosson at an average of 0.44 grade levels per year (95% CI = 0.30 to 0.57). The children participated in telephone tutoring for an average of 1.5 yr. During tutoring the students progressed at an average of 2.0 grade levels per year (95% CI = 1.2 to 2.8). The rate of progress during tutoring was significantly greater than that before tutoring ( p < .001). The relations between tutors and students appeared to be positive and pleasant. Telephone tutoring seems to be a practical and feasible service delivery method which should be tested further.

scholarly journals White matter properties underlying reading abilities differ in 8-year-old children born full term and preterm

2021 ◽  
Author(s):  
Edith Brignoni-Perez ◽  
Sarah Dubner ◽  
Michal Ben-Shachar ◽  
Shai Berman ◽  
Aviv A. Mezer ◽  
...  
Keyword(s):  
White Matter ◽  
Oral Reading ◽  
Reading Skills ◽  
Full Term ◽  
Reading Test ◽  
Reading Scores ◽  
Reading Abilities ◽  
P Diffusion ◽  
Left And Right ◽  
Typical Range

Diffusion magnetic resonance imaging (dMRI) studies find differences in associations between reading and white matter fractional anisotropy (FA) in children born full term (FT) versus preterm (PT). Use of complementary neuroimaging modalities may reveal neurobiological factors driving these associations. We used two MRI methods to interpret associations of reading abilities and white matter properties in FT and PT children. Participants (N=79; 36 FT; 43 PT) were administered Gray’s Oral Reading Test at age 8 years. We segmented two dorsal and two ventral white matter tracts associated with reading skills and quantified (1) FA from dMRI and (2) R1 from quantitative relaxometry, as a proxy for myelin content. We examined correlations between reading scores and imaging metrics, assessing trajectories along the tracts. Mean reading scores fell in the typical range in both groups. Reading positively correlated with FA in segments of the left arcuate and the left and right superior longitudinal fasciculi, but only in FT children, not in PT children. Reading positively correlated with R1 in segments of the left superior longitudinal, right uncinate, and left inferior longitudinal fasciculi, but only in PT children, not in FT children. The significantly different patterns of associations between reading abilities and white matter properties across FT and PT groups suggest variations in the neurobiology of typical reading abilities.

Examining the Validity of Two Measures for Formative Teaching: Reading Aloud and Maze

1993 ◽  
Vol 59 (5) ◽  
pp. 421-432 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Mark Jewell
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Grade Level ◽  
Reading Aloud ◽  
Achievement Tests ◽  
Teaching Reading ◽  
Reading Tests ◽  
Grade Levels ◽  
Two Measures ◽  
Assessment Procedures

This study examined the relations among performance on standardized reading tests, two informal measures (reading aloud and maze), and teacher judgment. Subjects were 335 students from Grades 2–6. Correlations between oral reading fluency and two achievement tests varied according to students' grade level, with a declining trend in the coefficients as grade level increased. Correlations between oral reading and achievement tests at the upper grade levels were lower than those reported in previous studies. In contrast, coefficients between performance on maze tasks and achievement tests did not show a similar decline from lower to upper grade levels. Results are discussed in the context of assessment procedures used in formative instruction.

Assessment of Memory in Multiple Sclerosis Patients Using the Memory Assessment Scale

1998 ◽  
Vol 86 (3) ◽  
pp. 987-998 ◽  
Author(s):  
Naomi D. Ling ◽  
Michael J. Selby
Keyword(s):  
Multiple Sclerosis ◽  
Verbal Memory ◽  
Memory Function ◽  
Reliability And Validity ◽  
Assessment Scale ◽  
Validity Data ◽  
Nonverbal Memory ◽  
Memory Assessment ◽  
Relapsing Remitting ◽  
Multiple Sclerosis Patients

Previous assessment of memory function In multiple sclerosis patients has yielded mixed findings regarding the type and severity of memory deficits, which may be due to (1) differential selection of scales for memory assessment; (2) limited, inconsistent or weak reliability and validity data for the memory scales employed; (3) poor standardization techniques; (4) lack of theoretical foundation for the measure; and (5) limited control of confounding variables, e.g., education, age and the use of nonverbal memory tests. The purpose of the present study was to assess memory function in multiple sclerosis subjects using the verbal subtests of the Memory Assessment Scale, a relatively new measure designed to overcome many of the aforementioned problems. Participants included 57 patients diagnosed as relapsing-remitting, 47 diagnosed as chronic progressive (two generally recognized types of multiple sclerosis), and 132 contra) participants. A multivariate analysis controlling for age and verbal IQ was significant (Wilks = 5.64, p<.001). One way follow-up tests showed both groups with multiple sclerosis had significantly diminished performance across all memory variables when compared with controls, with the exception of List Clustering Acquisition. This indicated that the patients used clustering (mentally grouping similar words together) as often as controls did. These findings provide support for the presence of significant and consistent verbal memory impairment in multiple sclerosis patients and the particular importance of using psychometrically sound measures in the assessment of this population.

Development and Validation of the Faceted Inventory of the Five-Factor Model (FI-FFM)

Assessment ◽  
2017 ◽  
Vol 26 (1) ◽  
pp. 17-44 ◽  
Author(s):  
David Watson ◽  
Ericka Nus ◽  
Kevin D. Wu
Keyword(s):  
Discriminant Validity ◽  
Factor Model ◽  
Five Factor Model ◽  
Reliability And Validity ◽  
Personality Inventory ◽  
Validity Data ◽  
Neo Personality Inventory ◽  
Convergent And Discriminant Validity ◽  
Three Samples ◽  
Five Phases

The Faceted Inventory of the Five-Factor Model (FI-FFM) is a comprehensive hierarchical measure of personality. The FI-FFM was created across five phases of scale development. It includes five facets apiece for neuroticism, extraversion, and conscientiousness; four facets within agreeableness; and three facets for openness. We present reliability and validity data obtained from three samples. The FI-FFM scales are internally consistent and highly stable over 2 weeks (retest rs ranged from .64 to .82, median r = .77). They show strong convergent and discriminant validity vis-à-vis the NEO, the Big Five Inventory, and the Personality Inventory for DSM-5. Moreover, self-ratings on the scales show moderate to strong agreement with corresponding ratings made by informants ( rs ranged from .26 to .66, median r = .42). Finally, in joint analyses with the NEO Personality Inventory–3, the FI-FFM neuroticism facet scales display significant incremental validity in predicting indicators of internalizing psychopathology.

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