Gates‐Macginitie Reading Test

Dumont, Ron; Willis, John O.

doi:10.1002/9780470373699.speced0890

Cited by 38 publications

(47 citation statements)

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“… Note : Mean (and standard deviation in parentheses) are provided when applicable. Standardized measures of reading fluency, word reading, math computation, and math fluency were measured with the Kaufman Test of Education Achievement III (Kaufman, 2014); reading comprehension was measured with the Gates‐MacGinitie Reading Test (MacGinitie et al, 2000); English vocabulary was measured with the Woodcock‐Johnson III (Woodcock et al, 2001); and Spanish and English proficiency were measured with an adapted version of the Language and Social Background Questionnaire (Anderson et al, 2018) with a range of 1–10 with higher scores meaning higher proficiency in that language. Non‐verbal IQ was measured with the Matrix Reasoning subscale from the Wechsler Abbreviated Scale of Intelligence (Wechsler, 1999).…”

Section: Methodsmentioning

confidence: 99%

“…As part of the larger TCLD study, participants completed a battery of neuropsychological tests via in-school assessment. This battery included reading measures, such as reading fluency and word reading (the Word Recognition Fluency and Letter Word Recognition subtests of the Kaufman Test of Education Achievement III (KTEA-3, Kaufman, 2014)), reading comprehension (Gates-MacGinitie Reading Test, MacGinitie, MacGinitie, Maria, & Dreyer, 2000), English Picture Vocabulary (Woodcock-Johnson III, Woodcock, McGrew, & Mather, 2001), and math measures (Math Fluency and Computation subtests of the KTEA-3). These measures were collected at the beginning of the school year (fall 2018).…”

Section: Measures Of Academic Skill and Language Proficienciesmentioning

confidence: 99%

mentioning

confidence: 99%

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Brain Engagement During a Cognitive Flexibility Task Relates to Academic Performance in English Learners

Nugiel

Mitchell

Demeter

et al. 2023

Mind Brain and Education

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English Learners (ELs), students from non‐English‐speaking backgrounds, are a fast‐growing, understudied, group of students in the U.S. with unique learning challenges. Cognitive flexibility—the ability to switch between task demands with ease—may be an important factor in learning for ELs as they have to manage learning in their non‐dominant language and access knowledge in multiple languages. We used functional MRI to measure cognitive flexibility brain activity in a group of Hispanic middle school ELs (N = 63) and related it to their academic skills. We found that brain engagement during the cognitive flexibility task was related to both out‐of‐scanner reading and math measures. These relationships were observed across the brain, including in cognitive control, attention, and default mode networks. This work suggests the real‐world importance of cognitive flexibility for adolescent ELs, where individual differences in brain engagement were associated with educational outcomes.

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Section: Methodsmentioning

confidence: 99%

Section: Measures Of Academic Skill and Language Proficienciesmentioning

confidence: 99%

mentioning

confidence: 99%

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Brain Engagement During a Cognitive Flexibility Task Relates to Academic Performance in English Learners

Nugiel

Mitchell

Demeter

et al. 2023

Mind Brain and Education

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“…Teachers of the comparison condition continued with typical social studies instruction, which included the same content but no RLH strategies or lessons. A content acquisition measure incorporated 30 multiple-choice released items from two standardized state exams in US history while the Gates-MacGinitie Reading Test (GMRT; MacGinitie, MacGinitie, Maria, & Dryer, 2000) was used to measure reading comprehension. A main effect for the experimental condition was found on the content acquisition measure (ES=0.36) as well as the GMRT (ES=0.44).…”

Section: Resultsmentioning

confidence: 99%

Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research

McCulley

Osman

2015

The Journal of Social Studies Research

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Quantitative research studies examining the effects of literacy instruction set in social studies classrooms (grades 6-12) on students’ academic content learning and reading comprehension are synthesized using meta-analytic techniques. An extensive search of the scholarly literature between 1983 and 2013 yielded a total of twelve intervention studies that provided literacy instruction to secondary students within social studies classes and quantitatively measured content learning outcomes, reading comprehension, or both. Findings revealed that content learning outcomes were consistently improved with instruction that included text-processing activities such as summarizing and generating questions. While many social studies teachers do not provide explicit reading supports, in part because they perceive that the time needed to do so is prohibitive, the findings of this synthesis suggest that sound reading practices hold promise as a means through which teachers can help students better access social studies content, thus improving student learning outcomes. More rigorous quantitative research is needed to further understand the causal effects of literacy practices in social studies settings. Highlights • Literacy instruction supports both reading comprehension and academic content • Literacy instruction does not negatively affect content knowledge acquisition. • Few studies investigate the effects of literacy instruction in social studies. • More research is needed to explore the effects of literacy instruction in social studies.

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“…Specifically, we found that vocabulary knowledge was measured through a variety of assessments, which targeted different vocabulary skills. For example, three groups of researchers (i.e., Cain, 2006;Cain et al, 2005;Cain & Oakhill, 2011) specified that both sight vocabulary and receptive vocabulary were assessed through different vocabulary assessments (e.g., the Gates MacGinitie Vocabulary subtest, MacGinitie et al, 2000;the British Picture Vocabulary Scale, Dunn et al, 1992). Moreover, among the five studies that measured listening comprehension, we identified that two studies focusing on either syntactic comprehension (Bonnotte & Casalis, 2010) or a cross-modal naming task (Megherbi & Ehrlich, 2005).…”

Section: Syntheses Of Systematic Literature Reviewmentioning

confidence: 99%

Differentiating Reading Profiles of Children With Specific Comprehension Deficits From Skilled Readers: A Systematic Review

Guo

Feng

Hodges

2022

Learning Disability Quarterly

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The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with specific comprehension deficit (SCD), who have adequate decoding skills, but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection approaches for classifying students with SCD and a wide range of measurements of reading skills used to distinguish students with SCD from skilled readers. In addition, to develop a reading profile for students with SCD, we performed a meta-analysis to quantify the characteristics of SCD by comparing their reading skills to those of skilled readers. Results revealed that students with SCD demonstrated deficits in oral language (i.e., vocabulary and listening comprehension) and reading comprehension, despite adequate decoding and fluency skills. Their reading comprehension deficits (Hedges’s g = −3.28) were also more severe than their oral language deficits (Hedges’s g = −0.95). We provide recommendations and implications for future researchers and classroom teachers.

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Gates‐Macginitie Reading Test

Cited by 38 publications

References 0 publications

Brain Engagement During a Cognitive Flexibility Task Relates to Academic Performance in English Learners

Brain Engagement During a Cognitive Flexibility Task Relates to Academic Performance in English Learners

Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research

Differentiating Reading Profiles of Children With Specific Comprehension Deficits From Skilled Readers: A Systematic Review

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