Literaturnachweis - Detailanzeige
| Autor/inn/en | Grasby, Katrina L.; Byrne, Brian; Olson, Richard K. |
|---|---|
| Titel | Validity of Large-Scale Reading Tests: A Phenotypic and Behaviour-Genetic Analysis |
| Quelle | In: Australian Journal of Education, 59 (2015) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0004-9441 |
| DOI | 10.1177/0004944114563775 |
| Schlagwörter | Foreign Countries; National Competency Tests; Numeracy; Literacy; High Stakes Tests; Reading Tests; Test Validity; Reading Ability; Academic Achievement; Genetics; Environmental Influences; Elementary School Students; Grade 3; Twins; Reading Comprehension; Vocabulary; Australia; National Assessment Program Literacy and Numeracy; Test of Word Reading Efficiency |
| Abstract | Each year, all Australian students in grades 3, 5, 7 and 9 sit nationwide large-scale tests in literacy and numeracy which have their validity frequently questioned. We compared the performance of grade 3 twins on these large-scale reading tests with their performance on three individually administered literacy tests in comprehension, word reading and vocabulary within a genetically sensitive design. Comprehension, word reading and vocabulary accounted for a substantial amount of the variance in school reading tests. Performance on large-scale reading tests and individually administered tests was moderately to substantially heritable and the same genes contributed to performance in both types of test. These results confirm that large-scale school reading tests measure, at least in part, the literacy skills assessed by individual tests that are frequently considered to be the 'gold-standard' in testing. Also, as could be expected, the individually administered literacy tests were more closely related to performance on large-scale reading tests than to performance on large-scale school numeracy tests. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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