Does the Gray Silent Reading Tests Have Subtests?
Print this page
Reading Tests: What They Measure, and Don't Measure
by Dr. Melissa Farrall
Note: The information in this article is from Chapter ten and xi in Wrightslaw: From Emotions to Advocacy, second edition and Wrightslaw: All About Tests and Assessments, second Edition published by Harbor House Police force Printing. Learning What Tests Measure There are 2 important realities in testing. First, tests do not e'er mensurate what they appear to measure. Second, all tests do non measure reading, writing, and math skills comprehensively.
Reading comprehension, for example, is a complex entity. Although we may retrieve of reading comprehension as a unmarried skill or a single subtest score, students with poor reading comprehension ofte struggle with a diversity of deficits.
Some children may not empathise every bit well when they read silently equally when they read aloud. Some children may have difficulty agreement what they accept read because they work likewise hard at word recognition. Other students may have gaps in their phonics skills and may not recognize words with accuracy.
If you don't have a articulate understand of what a child'southward exact weaknesses are, yous cannot pattern an effective remedial plan.
Learning Nearly Reading Tests
No single reading exam measures reading skills comprehensively. Different reading tests measure dissimilar types of reading skills. Some tests that mensurate unlike skills in reading are briefly described below.
Woodcock Reading Mastery Examination - Revised (WRMT-R)
The Woodcock Reading Mastery Test – Revised (WRMT-R) is a ordinarily used educational achievement test. The WRMT-R has two forms and includes several subtests.
Letter Identification . Children are required to name a random selection of upper and lower case letters that are written in a diversity of fonts.
Word Identification. Children are required to read words in a list format aloud. They accept 5 seconds to identify each discussion earlier they are prompted to move on to the next discussion.
Nonsense Words . Children are required to read words that are not real. Nonsense words permit the evaluator to determine how the child recognizes words without using compensatory strategies (i.eastward., looking at pictures, guessing based upon context, or reading words past sight). Children have v seconds to reply before they are prompted for a response, then moved on to the next word.
Word Comprehension . This subtest has three sections: antonyms (give-and-take opposites), synonyms (words with the same meaning), and analogies (up is to downwards as slow is to fast).
Children take fifteen seconds before they are prompted for a response, and so moved on to the next item. Children who have weaknesses in give-and-take finding or word retrieval may have difficulty with this job.
Passage Comprehension . Children are required to read passages to themselves, so fill in the blanks to demonstrate their understanding.
This type of reading comprehension exam can be challenging for children with expressive language disorders. The fill-in-the-bare format requires a precise understanding of sentence structure and grammar, and the ability to call back the exact word needed. Children have approximately 30 seconds subsequently reading the passage to respond.
Grayness Oral Reading Test, Fifth Edition (GORT-five)
The Grayness Oral Reading Test, Fifth Edition (GORT-5) measures reading fluency and comprehension. The child answers questions based on passages that he reads aloud. Information about charge per unit and accuracy is of import because children who read slowly take longer to complete assignments and understand and recall less of what they have read.
The GORT-5 measures oral reading rate, accuracy, fluency, and comprehension. Information technology also provides an Oral Reading Index, a combined measure of fluency and comprehension.
Kaufman Examination of Educational Achievement, Second Edition (KTEA-3)The Kaufman Test of Educational Accomplishment, 2nd Edition (KTEA-3) is another achievement battery that measures some, only non all, of the of import skills in reading. The reading subtests include the following:
Letter & Word Recognition . Children are required to place letters and words in listing format. There is no time limit.
Nonsense Word Decoding . Children are required to identify nonsense words. At that place is no fourth dimension limit.
Reading Comprehension . Children read passages aloud or silently, then reply multiple pick questions and open ended questions that they must read for themselves. Open concluded questions are scored on the basis on content, not on form, sentence structure, or grammar. In that location are no time limits.
Decoding Fluency . Children are asked to read nonsense words while beingness timed.
Discussion Recognition Fluency . Children are asked to read real words while being timed.
Yous can meet from these iii tests that there is considerable variation from ane reading test to another. You demand to know what tests measure and how tests are administered. You also need to know that the testing has addressed all related concerns and weaknesses
Comprehensive Evaluations
Reading
Comprehensive evaluations in reading should include measures of phonological awareness and rapid naming, give-and-take recognition, nonsense words, fluency, silent reading comprehension, and oral reading comprehension.
The evaluator often examines the child's receptive language skills, such as vocabulary, and listening comprehension. The same weaknesses in oral language will also affect linguistic communication in impress.
Writing
Comprehensive evaluations in writing should include measures of handwriting and/or keyboarding, spelling, the ability to codify sentences, writing fluency, paragraph writing, and the ability to plan and organize a story or an essay.
Evaluators may besides examine oral linguistic communication skills. The aforementioned deficits that compromise expressive language will also touch the ability to limited thoughts in writing.
Mathematics
Comprehensive evaluations in math should include an inventory of all pertinent computational skills, number germination for younger students, math related vocabulary, computational fluency, and math reasoning.
Annotation: New editions of tests are published ofttimes. Please check the test publisher's website for the most contempo edition.
Wrightslaw: All About Tests and Assessments, second Edition
by Melissa Lee Farrall, Ph.D., SAIF, Pamela Darr Wright, MA MSW, and Peter Westward. D. Wright, Esq.
Read More 
About the Author Melissa Farrall, PhD, SAIF is the Program Managing director for the Stern Center for Language and Learning in Williston, VT. She is the author of a research-based integrated approach to reading and assessment in Reading Assessment: Linking Linguistic communication, Literacy, and Knowledge.
She helped to revise the chapters on testing in Wrightslaw: From Emotions to Advancement, 2nd Edition. Thanks to Dr. Farrall, these chapters now include information about dozens of tests that are used to evaluate children.
thompsonabsontrythe42.blogspot.com
Source: https://www.wrightslaw.com/info/test.read.farrall.htm
0 Response to "Does the Gray Silent Reading Tests Have Subtests?"
Post a Comment