Literaturnachweis - Detailanzeige
| Autor/in | Parkin, Jason R. |
|---|---|
| Titel | The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock-Johnson IV |
| Quelle | In: Journal of Psychoeducational Assessment, 39 (2021) 7, S.832-847 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Parkin, Jason R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0734-2829 |
| DOI | 10.1177/07342829211023325 |
| Schlagwörter | Achievement Tests; Reading Comprehension; Writing (Composition); Literacy; Models; Oral Language; Decoding (Reading); Spelling; Woodcock Johnson Tests of Achievement |
| Abstract | The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests' specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock-Johnson IV battery through structural equation modeling. Results suggest that the battery's measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed. (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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