Literaturnachweis - Detailanzeige
| Autor/inn/en | Pae, Hye Kyeong; Wise, Justin C.; Cirino, Paul T.; Sevcik, Rose A.; Lovett, Maureen W.; Wolf, Maryanne; Morris, Robin D. |
|---|---|
| Titel | The Woodcock Reading Mastery Test: Impact of Normative Changes |
| Quelle | In: Assessment, 12 (2005) 3, S.347-357 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1073-1911 |
| DOI | 10.1177/1073191105277006 |
| Schlagwörter | Grade 3; Test Items; Intervention; Grade 1; Validity; Raw Scores; Norms; Metropolitan Areas; Grade 2; Mastery Tests; Reading Difficulties; Reading Diagnosis; Reading Tests; Psychometrics; Evaluation Problems; Woodcock Reading Mastery Test |
| Abstract | 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. (Author). |
| Anmerkungen | Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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