Identifying Valid Measures of Reading-Reference-Cited by-同舟云学术

Identifying Valid Measures of Reading

Published:1982-09 Issue:1 Volume:49 Page:36-47
ISSN:0014-4029
Container-title:Exceptional Children
language:en
Short-container-title:Exceptional Children

Author:

Deno Stanley L.¹,Mirkin Phyllis K.²,Chiang Berttram³

Affiliation:

1. Department of Psychoeducational Studies, and Co-principal Investigator, Institute for Research on Learning Disabilities.

2. Institute for Research on Learning Disabilities, University of Minnesota, Minneapolis.

3. Department of Special Education, University of Wisconsin, Oshkosh.

Abstract

Three concurrent validity studies were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. Correlational analyses for five formative measures and three standardized measures provided evidence for the validity of Words in Isolation, Words in Context, and Oral Reading as indices of reading achievement. Comparisons of performance of regular and resource program students in grades one through six revealed marked differences between the two groups and across grades. The usefulness of the formative measures for continuous evaluation of student growth in reading is discussed.

Publisher

SAGE Publications

Subject

Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/001440298204900105

Reference27 articles.

1. Fundamental factors of comprehension in reading

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