This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Cirino, P. T. Articles by Morris, R. D. Search for Related Content PubMed PubMed Citation Articles by Cirino, P. T. Articles by Morris, R. D. Social Bookmarking                         What's this?

Psychometric Stability of Nationally Normed and Experimental Decoding and Related Measures in Children with Reading Disability

Regents Center for Learning Disorders, Georgia State University

Fontina L. Rashid

Department of Psychology at the University of the Pacific

Rose A. Sevcik

Department of Psychology at Georgia State University

Maureen W. Lovett

Learning Disabilities Research Center, Brain and Behavior Program at the Hospital for Sick Children, Departments of Pediatrics and Psychology, University of Toronto

Jan C. Frijters

University of Guelph, Ontario, Canada, Hospital for Sick Children in Toronto

Maryanne Wolf

Eliot Pearson Department of Child Development at Tufts University, Center for Reading and Language Research, Department of Psychiatry at McLean Hospital, Harvard Medical School

Robin D. Morris

Department of Educational Psychology and Special Education, College of Arts and Sciences at Georgia State University

Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test—retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated. This study examined the test—retest reliability, practice effects, and relations among a number of nationally normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing tests in young children with significant RD. Reliability was adequate for most tests, although lower than might be ideal on a few measures when there was a lengthy test—retest interval or with the reduced behavioral variability that can be seen in groups of beginning readers. Practice effects were minimal. There were strong relations between nationally normed measures of decoding and spelling and their experimental counterparts and with most measures of reading-related cognitive processes. The implications for the use of such tests in treatment studies that focus on beginning readers are discussed.

Journal of Learning Disabilities, Vol. 35, No. 6, 526-539 (2002)
DOI: 10.1177/00222194020350060401


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?