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1.
The overlap of words specifically taught in reading textbooks with the contents of standardized reading achievement tests may be a source of bias that is frequently overlooked in psychoeducational assessments. This study compares the standardized achievement test performance of 62 second graders receiving instruction in two different reading curricula (Open Court and Houghton-Mifflin) to determine whether either curriculum generates different quantitative estimates of reading achievement. Reading subtest scores derived from the Kaufman Test of Educational Achievement-Brief Form (K-TEA), the Wide Range Achievement Test-Revised (WRAT-R), and the Reading Recognition and Reading Comprehension subtests from the Peabody Individual Achievement Test (PIAT) were examined. Grade level equivalents and scaled scores from the California Achievement Test (CAT) were also examined. Three Curriculum × Test repeated measures ANOVAs were conducted using grade level scores (2×7), standard scores (2×4), and CAT scaled scores (2 × 5) as dependent measures. A significant Curriculum × Test interaction was identified, suggesting differences among tests in estimates of reading ability as a function of the reading program. 相似文献
2.
The usefulness of a particular standardized achievement test with a specific population may be determined largely on the basis of experience. Sixty-six behaviourally disturbed students were administered portions of a test battery including the Reading Recognition subtest of the Peabody Individual Achievement Test (PIAT), PIAT Reading Comprehension, the Reading subtest of the Wide Range Achievement Test (WRAT), and Stanford Diagnostic Reading Test (SDRT); PIAT Mathematics, WRAT Arithmetic, Stanford Diagnostic Mathematics Test (SDMT), and KeyMath Diagnostic Arithmetic Test. Toward the end of the academic year, teachers estimated students' grade levels in reading and mathematics. Results indicated that, in mathematics, the SDMT and the PIAT predicted teachers' ratings equally well and better than the other tests; in reading, all tests predicted teachers' ratings equally well except for the PIAT Reading Comprehension, which performed less well than others. Explanations for these results are offered, together with suggestions for identifying achievement tests suitable to specific populations. 相似文献
3.
Test preparation helps deaf students develop the skills they need to do well on standardized tests, particularly on a reading test format such as that used with the Stanford Achievement Test. The authors share information on how test preparation helps students to develop the skills required to do well on standardized reading tests by examining test-taking strategies and common language structures used in test items and how readers can learn to interpret them. The authors list the common errors made by their students and discuss remedial classes designed to address a range of test-taking and reading skills. 相似文献
4.
The purpose of the present study was to determine if the McCarthy Scales of Children's Abilities could be utilized as a predictor of reading readiness and reading achievement. Thirty-three kindergarten children were tested with the McCarthy Scales and subsequently examined with the MacMillan Reading Readiness Test and the Metropolitan Achievement Test. A correlational analysis of data resulted in significant relationships between McCarthy General Cognitive Indexes, Quantitative, and Perceptual-Performance Scales and both the MacMillan and Metropolitan Tests. Based upon these correlations, it was hypothesized that, for this sample of children, visual discrimination and sequential ability skills may have been crucial factors in reading readiness and reading achievement, rather than verbal abilities. 相似文献
5.
《Early education and development》2013,24(3):207-218
A simple instrument, the Developmental Rating Scale (DRS), was constructed to provide a vehicle for teachers to express their judgements about the academic development of children. Different teachers used this instrument to assess the academic development of the same children at the beginning of pre-kindergarten, first grade, and second grade. Teachers also assessed children using the Developmental Profile II (DPII), a widely used commercial test, at the beginning of pre-kindergarten and first grade; and they reported the level at which the children were achieving in reading comprehension and math at the end of first and second grades. Iowa Test of Basic Skills (ITBS) total reading and total math scores were obtained on a subsample of the children at the end of second grade. Although the DPII is purported to consist of five dimensions, corresponding to five different developmental areas, and the DRS, modeled after the DPII, used the same five dimensions, factor analysis indicated that both instruments consisted of one global dimension, not five. The DPII was not a meaningful predictor of any of the achievement variables. The DRS had high correlations with all achievement variables, indicating that from pre-kindergarten through second grade teacher judgements are superior to at least one commercial, standardized test for predicting later achievement. 相似文献
6.
A simple instrument, the Developmental Rating Scale (DRS), was constructed to provide a vehicle for teachers to express their judgements about the academic development of children. Different teachers used this instrument to assess the academic development of the same children at the beginning of pre-kindergarten, first grade, and second grade. Teachers also assessed children using the Developmental Profile II (DPII), a widely used commercial test, at the beginning of pre-kindergarten and first grade; and they reported the level at which the children were achieving in reading comprehension and math at the end of first and second grades. Iowa Test of Basic Skills (ITBS) total reading and total math scores were obtained on a subsample of the children at the end of second grade. Although the DPII is purported to consist of five dimensions, corresponding to five different developmental areas, and the DRS, modeled after the DPII, used the same five dimensions, factor analysis indicated that both instruments consisted of one global dimension, not five. The DPII was not a meaningful predictor of any of the achievement variables. The DRS had high correlations with all achievement variables, indicating that from pre-kindergarten through second grade teacher judgements are superior to at least one commercial, standardized test for predicting later achievement. 相似文献
7.
Robert C. Colligan 《Psychology in the schools》1976,13(3):304-308
Most screening techniques for school learning difficulty have utilized data obtained from the child during an examination session. However, the child's potential for school learning difficulty may be assessed more reliably by parent report. The Minnesota Child Development Inventory was used to obtain parent observations on 59 children before the start of the kindergarten year. At the end of the kindergarten year, measures of reading skill were obtained by two group tests (Lippincott Reading Readiness Test and Metropolitan Reading Readiness Test) and one test administered individually to each child (Wide Range Achievement Test). Results indicated that the parent report on a number of variables from the MCDI correlated highly with postkindergarten success in reading (multiple r = 0.79). Although follow-up in the primary grades will be needed to determine whether these relationships hold, the data are provocative in suggesting that greater attention should be given to parent reports in evaluating a child's school readiness. 相似文献
8.
Although there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college-aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievement. 相似文献
9.
The ability of a battery of kindergarten screening measures to predict educationally relevant criteria was investigated. Subtest scores on The Vane Test of Language and The Vane Kindergarten Test administered at the beginning of kindergarten were examined and compared to the Metropolitan Achievement Test scores in reading and math, The Otis-Lennon School Ability Test index, and placement into special education or high achievement programs at the end of second grade. A weighted combination of subtests accurately predicted 77% of the children classified as special education students. The same battery also predicted 73% of the children who were classified as high-achieving students. 相似文献
10.
This study examines the relationship between race and performance on two nationally standardized reading tests. The appropriate reading tests of the Iowa Test of Basic Skills and Metropolitan Achievement Battery were administered to all fourth and sixth-grade students in all elementary schools of an urban school district near New York City. Although white pupils earned higher scores than nonwhite pupils on both tests, the Metropolitan produced significantly greater differences between the races than the Iowa, at both grade levels. Factorial analysis of variance confirmed the statistical significance of these differences. Implications of Race X Test (suggesting S.E.S. X Test) interaction effects for program evaluation and instruction are briefly discussed. 相似文献
11.
Virginia M. Silliphant 《Psychology in the schools》1983,20(3):289-294
Performance of kindergarten children on reasoning (Piaget tasks of logical thinking), visual-motor integration, and verbal development was related to achievement scores in kindergarten, second grade, and third grade. Subjects were 52 children in the kindergarten classes of a middle-class, suburban/rural school. Reasoning and visual-motor integration were related to achievement on the Metropolitan Achievement Test at the end of kindergarten. For the 43 children remaining in second grade, there was a relationship between reasoning in kindergarten and achievement on the Reading and Math Concepts sections of the Iowa Test of Basic Skills. For the 38 children remaining in third grade, kindergarten reasoning was related to total and Vocabulary scores of the California Achievement Test. Kindergarten visual-motor integration and verbal development were not related to achievement test performance at the end of the second and third grade for these subjects. Early intervention programs that encourage the development of thinking and match the child's reasoning to his academic tasks may stimulate both reasoning and achievement. 相似文献
12.
The purpose of this study was to determine the relationship between treatment‐induced changes in academic achievement and social skills in elementary school‐age children with attention‐deficit hyperactivity disorder. A sample of 123 children in grades 1 through 4 with symptoms of inattention, impulsivity and/or hyperactivity, and significant achievement problems in math or reading were identified for participation. Participants were exposed to academic interventions mediated by their teachers, parents, peers, computers, or the student themselves. Data were collected on academic competence using the Woodcock‐Johnson III Test of Achievement and the Academic Competence Evaluation Scales; social skills were assessed using the Social Skills Rating System. Correlations between changes in academic competence and social skills from preintervention to approximately 10 months later were calculated. Results showed that as teacher ratings of reading improved, there were corresponding improvements in social skills. For students in peer‐mediated math interventions, increases in math fluency were correlated with improvements in self‐control. Results are discussed in the context of possible reasons for these findings and implications for practice and future research. © 2008 Wiley Periodicals, Inc. 相似文献
13.
Derek R. Becker Sybil Carrère Chelsea Siler Stephanie Jones Bonnie Bowie Cheryl Cooke 《Mind, Brain, and Education》2012,6(1):10-18
In this study we examined high frequency heart rate variability (HF‐HRV, a parasympathetic index) both at rest and during challenge, to assess if variations in cardiovascular activity measured during a Stroop task could be used to predict reading achievement in typically developing children. Reading achievement was examined using the Peabody Individual Achievement Test–Revised. Results showed that greater HF‐HRV suppression during both the Stroop word and Stroop word–color conflict tasks was associated with better reading achievement. Higher basal levels of HF‐HRV did not predict better reading scores. These results are among the first to show a link between HF‐HRV and reading achievement in a normative school age population, and offer new insight into the association between cognitive activity and autonomic regulation of the heart. 相似文献
14.
The relationship between early school retention as a result of preschool and kindergarten developmental testing and children's later academic achievement was examined. Two hundred twenty-three children were coded as Traditional, Overplaced, or “Buy a Year,” depending on their scores on the Gesell Screening Test and their subsequent school placement. Their performances on the full Gesell Developmental Test, 3rd grade New York State PEP Tests in reading and math, and the Stanford Achievement Test (SAT) were compared. Those children who scored as immature on the Gesell Screening Test and who were retained a year according to the Gesell Developmental Placement Program had the lowest scores on all measures, even though they were almost a year older than the other two groups of children at the time of the PEP and SAT testing. 相似文献
15.
Haekyung Hong 《Early childhood research quarterly》1996,11(4):477-494
The purpose of this study was to analyze the effectiveness of using children's literature to promote mathematics learning. Fifty-seven kindergarteners were randomly assigned to either a control group or an experimental group. The experimental group received mathematics related storybook reading and discussion time and played with mathematics materials that were related to the storybook content during free play. The control group had ordinary storybook reading time and played with mathematics materials unrelated to the storybook content. The Learning Readiness Test and the Early Mathematics Achievement Test were administered. Four mathematics tasks were also given to compare the mathematics achievement of the two groups. The children's choice of favorite corners, the time spent, and the number of children who played in the mathematics corner were investigated also to measure children's disposition toward doing mathematics. The results showed that more children in the experimental group liked the mathematics comer, chose mathematics tasks, and spent more time in the mathematics corner. Furthermore, the experimental group did significantly better than the control group in the classification, number combination, and shape tasks, and there were qualitative differences in the content analysis. 相似文献
16.
Teachers are influential in motivating and improving attitudes towards reading. This article reports on an investigation of eight teachers of 10‐ to 12‐year‐old students from five New Zealand schools and the strategies they used to improve attitudes to reading. Each school had been identified as implementing effective reading programmes by a panel of literacy experts and supported by standardised tests demonstrating overall improvements in reading achievement. A reading culture developed by using sophisticated picture books and novels for discussion and debate along with ready access to age‐related, high‐interest appropriate books in the classroom and school library. Teachers worked with children on a whole class, group and individually and demonstrated explicit teaching using texts that engage the reader. The research suggests that children need support by their teachers to negotiate them away from potential points of discouragement in learning to read. Also, teachers need to be aware that reading may not be considered ‘cool’ at this time of early adolescence and initiate strategies to make reading fun. 相似文献
17.
The purpose in this study was to examine predictive relationships between the Slingerland Pre- Reading Screening Procedures and performance on measures of word recognition and reading comprehension. Longitudinal data were collected on 104 children administered the Slingerland Procedures in kindergarten and the Stanford Achievement Test at first, third, and fifth grades. Outcome measures included achievement subtests, Word Study Skills, Reading Comprehension, Reading and Listening Total. Significant relationships were found between Slingerland measures and reading outcomes. However, prediction varied across grades and according to the measure of reading used. Listening contributed to reading comprehension but not to word recognition, and visual skills influenced early but not later reading performance. Gender and socioeconomic status influenced the strength of associations. 相似文献
18.
《The Journal of educational research》2012,105(10):472-474
AbstractThirty pairs of first- and second-grade children were matched on; (a) race, (b) sex, (e) socio-economic level, (d) type of classroom assignment, (e) age, (f) mental ability, and (g) reading achievement. Each pair consisted of a once-retained first grader and a never-retained second grader. The children were white, low socio-economic slow learners from urban areas. Metropolitan Achievement Test scores for 1062, 1062, and 1064 were used as a measure of the reading and arithmetic achievement gain of the two groups over the two-year period of the study.The test for matched pairs, using the data on the 20 matched pairs, showed both the reading and arithmetic achievement gain of the promoted group to be significantly greater than that of the non promoted group during the first year of the study. An analysis of variance, using the data on the 24 matched pairs whose achievement scores were available the second year of the study, showed both the reading and arithmetic achievement gain of the promoted group to be significantly greater than that of the non promoted group over the two-year period of the study. It was concluded that nonpromotion was not an aid to achievement. 相似文献
19.
Laurice M. Joseph Megan E. McCachran Jack A. Naglieri 《Journal of Research in Reading》2003,26(3):304-314
The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock‐Johnson Tests of Academic Achievement‐III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance. 相似文献
20.
The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to encourage development and application of effective planning for mathematical computation, whereas the comparison group received-standard math instruction. Standardized tests of cognitive processes and math achievement were given at pretest. All students completed math worksheets throughout the experimental phase. Standardized achievement tests (Woodcock-Johnson Tests of Achievement, Third Edition, Math Fluency and Wechsler Individualized Achievement Test, Second Edition, Numerical Operations) were administered pre- and postintervention, and Math Fluency was also administered at 1 year follow-up. Large pre-post effect sizes were found for students in the experimental group but not the comparison group on math worksheets (0.85 and 0.26), Math Fluency (1.17 and 0.09), and Numerical Operations (0.40 and -0.14, respectively). At 1 year follow-up, the experimental group continued to outperform the comparison group. These findings suggest that students with ADHD evidenced greater improvement in math worksheets, far transfer to standardized tests of math (which measured the skill of generalizing learned strategies to other similar tasks), and continued advantage 1 year later when provided the PASS-based cognitive strategy instruction. 相似文献