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| Autor/inn/en | Bell, Sherry Mee; McCallum, R. Steve; Burton, Bobbie; Gray, Rebecca; Windingstad, Sunny; Moore, Jessica |
|---|---|
| Titel | Concurrent Validity of the Test of Silent Word Reading Fluency |
| Quelle | In: Assessment for Effective Intervention, 31 (2006) 3, S.1-9 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-5084 |
| DOI | 10.1177/073724770603100301 |
| Schlagwörter | Reading Difficulties; Spelling; Reading Fluency; Test Validity; High Risk Students; Psychometrics; Reading Tests; Achievement Tests; Scores |
| Abstract | Relationships between the Test of Silent Word Reading Fluency (TOSWRF; Mather, Hammill, Allen, & Roberts, 2004), a recently developed measure of fluency, and other operationalizations of reading, including subtests from the Comprehensive Test of Basic Skills (CTBS; 1996), and the Woodcock-Johnson-III Tests of Achievement, (WJ-III; Woodcock, McGrew, & Mather, 2001), were determined by assessing the performance of 98 elementary students at risk for or identified with reading problems. Results yielded significant positive relationships between TOSWRF and CTBS Spelling (p less than 0.01) and between TOSWRF and CTBS Reading and Language Composite scores (p less than 0.05), when corrected for restriction in range. Relationships between TOSWRF and WJ-III subtests were also significant, whether corrected or uncorrected (e.g., Letter-Word Identification, Reading Fluency, Passage Comprehension, Spelling, and Broad Reading Cluster, p less than 0.01). The TOSWRF has encouraging psychometric properties with potential for use in busy classrooms because of its efficiency (i.e., 3-minute administration), and versatility (i.e., individual or group administration options). (Contains 2 tables.) (Author). |
| Anmerkungen | PRO-ED, Inc. Available from: 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 | 2017/4/10 |
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