Australian Comparison Data for the Test of Word Reading Efficiency (TOWRE)

Autor/inn/en	Marinus, Eva; Kohnen, Saskia; McArthur, Genevieve
Titel	Australian Comparison Data for the Test of Word Reading Efficiency (TOWRE)
Quelle	In: Australian Journal of Learning Difficulties, 18 (2013) 2, S.199-212 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2013.852981
Schlagwörter	Foreign Countries; Reading Fluency; Comparative Analysis; Data; Scoring; Reading Tests; Elementary School Students; Gender Differences; Decoding (Reading); Norms; Interrater Reliability; Validity; Multivariate Analysis; Australia; United States; Neale Analysis of Reading Ability + Suchen Sie Ihr Suchwort? Ausland; Daten; Bewertung; Lesetest; Geschlechterkonflikt; Dekodierung; Normwert; Interrater-Reliabilität; Gültigkeit; Multivariate Analyse; Australien; USA
Abstract	This paper reports provisional Australian comparison data and scoring instructions for the "Test of Word Reading Efficiency" (TOWRE). The TOWRE is a popular reading fluency test used in reading research, classroom assessment and clinical practice. Approximate "norms" were obtained from children attending four primary schools in New South Wales. Results suggested that the US norms for the TOWRE may overestimate the reading level of Australian children in lower grades and that the performance on the two parallel forms (A and B) of the subtests ("Sight Word Efficiency and Phonemic Decoding Efficiency") of the TOWRE did not differ from each other. While no performance differences were found between boys and girls overall, it was noted that the youngest boys outperformed the youngest girls on Form A of the Sight Word Efficiency subtest, and the youngest girls outperformed the youngest boys on Form B of the Sight Word Efficiency subtest. Limitations of the current study are discussed and a brief reference is made to a new (2012) edition of TOWRE (TOWRE-2). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10