The Simple Views of Reading and Writing in the Kaufman Test of Educational Achievement, 3rd Edition

Autor/in	Parkin, Jason R.
Titel	The Simple Views of Reading and Writing in the Kaufman Test of Educational Achievement, 3rd Edition
Quelle	In: Journal of Psychoeducational Assessment, 39 (2021) 5, S.563-578 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parkin, Jason R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282921999481
Schlagwörter	Achievement Tests; Reading Tests; Writing Tests; Oral Language; Decoding (Reading); Reading Comprehension; Writing (Composition); Elementary School Students; Secondary School Students; Models; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Writing test; Schreibtest; Oral interpretation; Mündlicher Sprachgebrauch; Dekodierung; Leseverstehen; Schreibübung; Sekundarschüler; Analogiemodell; Schulleistung
Abstract	The simple views of reading (SVR) and writing (SVW) provide useful foundations for the interpretation of psychoeducational achievement batteries. Research has established that oral language, decoding, and transcription explain significant variance in reading comprehension and written composition, respectively. However, the specific task demands of subtests influence the relationships among these constructs. As a result, the degree to which the KTEA-3's tasks conform to findings associated with the SVR and SVW are not known. These analyses evaluated the degree to which the KTEA-3 oral language and decoding or transcription tests explained variance in reading comprehension, and written expression. Results inform practitioners as to the relative contributions of each component and useful knowledge when determining which battery to use in psychoeducational evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01