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Examining the Measurement Precision and Invariance of the "Revised Get Ready to Read!"
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Farrington, Amber L.; Lonigan, Christopher J. – Journal of Learning Disabilities, 2015
Children's emergent literacy skills are highly predictive of later reading abilities. To determine which children have weaker emergent literacy skills and are in need of intervention, it is necessary to assess emergent literacy skills accurately and reliably. In this study, 1,351 children were administered the "Revised Get Ready to…
Descriptors: Emergent Literacy, Preschool Children, Reading Tests, Item Response Theory
Psychometric Stability of Nationally Normed and Experimental Decoding and Related Measures in Children with Reading Disability.
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Cirino, Paul T.; Rashid, Fontina L.; Sevcik, Rose A.; Lovett, Maureen W.; Frijters, Jan C.; Wolf, Maryanne; Morris, Robin D. – Journal of Learning Disabilities, 2002
A study examined test-retest reliability, practice effects, and relations among normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing in 78 children (ages 6-8) with reading disabilities. There were strong relations between normed measures of decoding and spelling and…
Descriptors: Decoding (Reading), Elementary Education, Norm Referenced Tests, Psychometrics
Toward Independent Measures of Speed of Reading
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Applebee, Arthur N. – Journal of Learning Disabilities, 1973
Four components of reading speed were identified, and a measure of the first component, reading speed of known vocabulary, was investigated on a mixed sample of 84 boys (6 to 14 years old), which included a high proportion of retarded readers. (Author/GW)
Descriptors: Children, Exceptional Child Research, Learning Disabilities, Reading Difficulty