The Criterion-Referenced Measurement of an Early Reading Behavior [electronic resource] / Sean A. Walmsley.
In recent years, increasing criticism of norm-referenced measures of reading ability has sparked researchers' and educators' interest in criterion-referenced instruments. This study attempted to shed light on these issues by constructing a criterion-referenced test of early reading behavio...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1976.
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| Summary: | In recent years, increasing criticism of norm-referenced measures of reading ability has sparked researchers' and educators' interest in criterion-referenced instruments. This study attempted to shed light on these issues by constructing a criterion-referenced test of early reading behavior, by presenting a rationale for its construction from both reading and statistical perspectives, and by administering this test to a stratified, random sample of school children in grades two, three, and four. Test results indicate that an understanding of the pronunciation of the consonant-vowel-consonant universe is well-established by the middle of grade two, that some further improvement occurs by the middle of grade four, and that a steady decline in recognition time occurs as a function of increasing age. Surprisingly, an almost equal number of errors were made on initial and final consonants. Results also suggest that the division of consonant-vowel-consonant groupings into various pronunication patterns (checked vowel, r-modified vowel, etc.) and into categories defined by whether the group is a real word or a nonsense word are both important dimensions of the consonant-vowel-consonant universe. (Author/KS) |
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| Item Description: | ERIC Document Number: ED136230. ERIC Note: Report prepared at the State University of New York at Albany; Appendix may be marginally legible. Educational level discussed: Elementary Education. |
| Physical Description: | 103 p. |