Literaturnachweis - Detailanzeige
| Autor/inn/en | Wheldall, Kevin; McMurtry, Sarah |
|---|---|
| Titel | Preliminary Evidence for the Validity of the New Test of Everyday Reading Comprehension |
| Quelle | In: Australian Journal of Learning Difficulties, 19 (2014) 2, S.173-178 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1940-4158 |
| DOI | 10.1080/19404158.2014.979525 |
| Schlagwörter | Reading Comprehension; Reading Tests; Test Validity; Reading Skills; Reading Difficulties; Reading Achievement; Reading Programs; Intervention; Program Validation; Learning Problems; Evidence; Remedial Reading; Correlation; Criterion Referenced Tests; Outcome Measures; Foreign Countries; Elementary School Students; Middle School Students; Pretests Posttests; Australia; Neale Analysis of Reading Ability; Peabody Picture Vocabulary Test; Burt Word Reading Test |
| Abstract | The Test of Everyday Reading Comprehension (TERC) has recently been presented as an addition to the armoury of tests available for assessing the skills of low-progress readers. While comparison data for students of different ages are presented together with evidence for high test reliability, there is, as yet, no published evidence for its validity. Consequently, an incidental sample of 169 low-progress readers attending a reading clinic was assessed on a battery of reading and related skills tests and also on the TERC. Insofar as the TERC was shown to correlate highly with other relevant measures, preliminary evidence for the test's validity is provided by this study. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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