PARA Accessible Reading Assessment Reports: Cognitive and Achievement Differences Between Students with Divergent Reading and Oral Comprehension Skills: Implications for Accessible Reading Assessment Research
- Author(s)
- Kevin McGrew, Ross Moen PhD, Martha L Thurlow
Web
PDFDescription
A study examining the question, "Are there any analysis of the Woodcock-Johnson III Battery (WJ III) data that might shed light on learner characteristics that differentiate students whose measured reading performance is below what might be considered their optimal/predicted reading performance?" The WJ III norm sample spans preschool through late adulthood and includes a diverse array of individually administered cognitive and achievement tests. Although the data set is not ideally designed for studying LAMR and MAMR (Less and More Accurately Measured Readers) effects, the results of an analysis of the WJ III data are potentially informative for research and development efforts focused on large-scale accessible reading assessment programs.
Details
- Date
- May 2010
- Type
- Report
- Publisher
- Partnership for Accessible Reading Assessment (PARA)
- Co-publisher
- National Center on Educational Outcomes (NCEO)
Topics
- Specific life stage
- Children
- Adolescents and young adults
- Educational accountability and assessment
- Accessibility & Accommodations