The purpose of this study was to analyze published decoding tests, at the item level, to determine what decoding skills and discrete letter-patterns are assessed, and identify potential instructional implications of these measures. Twenty published word list decoding tests, either used in research or within a Multi-Tiered Systems of Supports…

This study examined the supporting documentation submitted by students with learning disability (LD) diagnoses. The participants were 210 students who were enrolled in a college support program for students with disabilities at a private liberal arts college. Findings showed that although most students submitted a psychoeducational evaluation,…

Though many test developers have utilized item response theory in their work, few have taken advantage of the potential of item response theory for providing new interpretation procedures that accentuate the educational implications to be drawn from test scores. This paper describes several features, based upon the Rasch difficulty and ability…

The results of the Woodcock Reading Mastery Tests were found to be quite similar for both learning disabled and normal Ss, with high reliability and a unidimensional factor structure. The same was found for the Keymath Diagnostic Arithmetic Test, though the assumption of a unidimensional math achievement was found to be less defensible for the LD…

A table was produced to facilitate comparisons among standard scores on the Woodcock Reading Mastery Tests-Revised, in order to assist diagnosticians in determining intraindividual strengths and weaknesses, and thus contribute to instructional planning. (DB)

Findings do not reveal clinically significant differences between intellectually delayed and primary reading disabled children. Further exploration into cognitive and learning processes that relate more specifically to the child's difficulties is recommended. (Author)

This study, with 66 regular classroom children and 52 children with learning disabilities, found high correlations among the Cognitive Levels Test, the KeyMath-Revised measure, and the Woodcock Reading Mastery Tests-Revised. Overall, 81 percent of subjects were correctly classified using the three-instrument battery. (Author/DB)

Academic and behavioral assessment of learning disabled students (ages 3-11 years) at the Greene County Learning Center (Xenia, OH) is comprised of three tests (Woodcock Reading Mastery Tests, the Peabody Individual Achievement Test, and Group Learning Skills Tests) and teacher observation. An individualized educational program is determined based…

Using a counterbalanced order, 34 learning disabled students were given the Peabody Individual Achievement Test and the Woodcock Reading Mastery Tests. When scores in reading recognition and comprehension subtests were compared, Peabody scores were higher, indicating that fewer students were certifiable as learning disabled by Peabody scores than…