Explaining Performance in Word Reading and Comprehension across Ages: An Analysis of Multiple Hypotheses with the Wechsler Individual Achievement Test, Fourth Edition

Autor/inn/en	Parkin, Jason R.; Robins Deville, Lily
Titel	Explaining Performance in Word Reading and Comprehension across Ages: An Analysis of Multiple Hypotheses with the Wechsler Individual Achievement Test, Fourth Edition
Quelle	In: Journal of Psychoeducational Assessment, 40 (2022) 7, S.895-910 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parkin, Jason R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829221107324
Schlagwörter	Achievement Tests; Reading Tests; Reading Skills; Reading Comprehension; Age Differences; Oral Reading; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Reading skill; Lesefertigkeit; Leseverstehen; Age; Difference; Age difference; Altersunterschied; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; WIAT; Eignungsprüfung; Eignungstest
Abstract	Like all psychoeducational batteries, the Wechsler Individual Achievement Test, Fourth Edition (WIAT-4) requires independent investigation and analysis. The publisher provides multiple theories to support interpretation of its reading measures. At the word reading level, the battery includes a new Phonemic Proficiency subtest that the publisher reported correlated relatively higher with word reading skills than more basic phonological measures. However, its explanation of word reading skills in the context of other important predictors, like vocabulary, has not been investigated. At the comprehension level, the publisher endorsed an expanded simple view of reading, where oral reading fluency skills mediate the effects of word reading and oral language skills on comprehension. Using structural equation modeling with correlations provided in the technical manual, these analyses investigated multiple hypotheses stemming from publisher-endorsed theories. Results conformed to much of the publisher's word level theories, but they were more equivocal at the comprehension level. Implications for WIAT-4 interpretation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01