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Direct linkRoehrig, Alysia D.; Petscher, Yaacov; Nettles, Stephen M.; Hudson, Roxanne F.; Torgesen, Joseph K. – Journal of School Psychology, 2008
We evaluated the validity of DIBELS ("Dynamic Indicators of Basic Early Literacy Skills") ORF ("Oral Reading Fluency") for predicting performance on the "Florida Comprehensive Assessment Test" (FCAT-SSS) and "Stanford Achievement Test" (SAT-10) reading comprehension measures. The usefulness of previously…
Descriptors: Reading Comprehension, Reading Fluency, Reading Achievement, Reading Tests
Peer reviewedHooper, Stephen R. – Journal of School Psychology, 1988
Investigated the concurrent validity of the diagnostic components of the Boder Test of Reading-Spelling Patterns with the reading and spelling measures of the Stanford Achievement Reading Test (SAT) in 87 reading-disabled elementary school students. Results indicated the relationship between the reading components of the Boder and SAT were…
Descriptors: Diagnostic Tests, Elementary Education, Elementary School Students, Reading Difficulties
Peer reviewedKelly, Mark D.; Braden, Jeffrey P. – Journal of School Psychology, 1990
Tested criterion-related validity of Wechsler Intelligence Scale for Children-Revised (WISC-R) performance scale with Stanford Achievement Test, Special Edition for Hearing-Impaired Students (SAT-HI). Results indicated WISC-R performance scale has adequate criterion-related validity and SAT-HI percentile ranks may provide a better metric than…
Descriptors: Achievement Tests, Adolescents, Children, Elementary Secondary Education
