Woodcock Reading Mastery Tests-Revised--Normative Update

Woodcock, Richard

doi:10.1037/t15179-000

Cited by 522 publications

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“…The Wechsler Intelligence Scale for Children (WISC-III or WISC-IV) was used to assess intelligence and cognitive ability, and children were excluded from the study if they scored <80 on the Verbal and Performance Scales of the WISC-III, or on the Verbal Comprehension and Perceptual Reasoning Indices of the WISC-IV [Wechsler, 1991[Wechsler, , 2003]. The Wide Range Achievement Test-III (WRAT-III) [Wilkinson, 1993], Woodcock Reading Mastery Test-Revised (WRMT-R) [Woodcock, 1987], and Comprehensive Test of Phonological Processing (CTOPP) [Wagner et al, 1999] were used to measure reading, spelling, phonological awareness, and rapid naming skills. Receptive and expressive language ability was assessed using the Clinical Evaluation of Language Fundamentals-3rd edition (CELF-3) [Semel et al, 1995].…”

Section: Family-based Association Analysismentioning

confidence: 99%

A family‐based association analysis and meta‐analysis of the reading disabilities candidate gene DYX1C1

Tran

Gagnon

Wigg

et al. 2013

American J of Med Genetics Pt B

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Reading disabilities (RD) have a significant genetic basis and have shown linkage to multiple regions including chromosome 15q. Dyslexia susceptibility 1 candidate gene 1 (DYX1C1) on chromosome 15q21 was originally proposed as a candidate gene with two potentially functional polymorphisms at the À3G/A and 1249G/T positions showing association with RD. However, subsequent studies have yielded mixed results. We performed a literature review and meta-analysis of the À3G/A and 1249G/T polymorphisms, including new unpublished data from two family-based samples. Ten markers in DYX1C1 were genotyped in the two independently ascertained samples. Single marker and À3G/A:1249G/T haplotype analyses were performed for RD in both samples, and quantitative trait analyses using standardized reading-related measures was performed in one of the samples. For the meta-analysis, we used a random-effects model to summarize studies that tested for association between À3G/A or 1249G/T and RD. No significant association was found between the DYX1C1 SNPs and RD or any of the reading-related measures tested after correction for the number of tests performed. The previously reported risk haplotype (À3A:1249T) was not biased in transmission. A total of 9 and 10 study samples were included in the meta-analysis of the À3G/A and 1249G/T polymorphisms, respectively. Neither polymorphism reached statistical significance, but the heterogeneity for the 1249G/T polymorphism was high. The results of this study do not provide evidence for association between the putatively functional SNPs À3G/A and 1249G/T and RD. Ó 2013 Wiley Periodicals, Inc.Key words: dyslexia; chromosome 15q; EKN1; genetics INTRODUCTIONSpecific reading disabilities (RD), or developmental dyslexia, refer to an unexpected and specific difficulty in learning to read despite normal or above average intelligence, education, and socioeconomic opportunity. RD is likely caused by a dysfunction of neural systems involved in cognitive skills required for reading [Habib, 2000]. A core deficit observed in dyslexics involves the processing of phonemes, the most basic unit of speech sounds, which persist into adulthood [Bruck, 1992;Shaywitz et al., 1999;Ramus et al., 2003]. Individuals with RD have difficulty segmenting words into their phonological elements, impairing their ability in learning to read. Several other reading components have been shown to be impaired in individuals with RD including orthographic coding, single-word reading, rapid automatic naming, and spelling [Denckla and Rudel, 1976;Paulesu et al., 2001;Francks et al., 2002]. With an estimated Additional supporting information may be found in the online version of this article. 146Neuropsychiatric Genetics prevalence ranging from 5% to 17.5% in school-aged children, RD is the most common learning disability and affects four out of five individuals with learning disabilities [Shaywitz et al., 1990;Shaywitz, 1998;Katusic et al., 2001]. There is substantial evidence to suggest that RD is both familial and heritable. RD has bee...

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Section: Family-based Association Analysismentioning

confidence: 99%

A family‐based association analysis and meta‐analysis of the reading disabilities candidate gene DYX1C1

Tran

Gagnon

Wigg

et al. 2013

American J of Med Genetics Pt B

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“…Elliott (2001) (Woodcock, 1998), as well as the DIBELS measures. Assessments revealed significant correlations ranging from .32 to .89 (Burke).…”

Section: Discussionmentioning

confidence: 99%

Dynamic Indicators of Basic Early Literacy Skills

Sandman¹

2018

The SAGE Encyclopedia of Educational Research, Measurement, And Evaluation

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“…Torgensen, Wagner, Rashotte, 1999). Bir diğeri de "Woodcock Reading Mastery Test adıyla geliştirilmiş olan okuma testi içinde yer alan bir alt testtir (Woodcock, 1998). Bu testler öğrencilerle birebir uygulama gerektirdiği ve sesli okumaya dayandığı için sınıf içi uygulamalarda hızla öğrencilerin akıcı okuma becerilerini ölçmek amacıyla pratik olarak kullanılabilecek nitelikte değildir.…”

Section: Introductionunclassified

Doğru ve Akıcı Sessiz Sözcük Okuma Testinin Geliştirilmesi

Ülper¹,

Yağmur²

2016

İlköğretim Online

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ÖZ. Sözcük okuma becerilerindeki yetersizlikler okuma problemlerinin altında yatan önemli nedenlerden biridir. Çünkü doğru ve akıcı sözcük okuma ile kavrama arasında çok yakın bir ilişki vardır. Yine okuma hızı ile kavrama arasında da bir ilişki olduğu ilgili araştırmalarla ortaya konmuştur. Bu durum öğrencilerin sözcük okuma becerilerine ilişkin durumlarının saptanmasının ne denli önemli olduğuna işaret etmektedir. Bu gereklilikten yola çıkarak bu çalışmada öğrencilerin sessiz sözcük okuma becerilerinin ölçülmesinde kullanılacak bir ölçme aracı geliştirilmesi amaçlanmıştır. Bu amaç güdümünde üç ayrı okuma kartından oluşan bir sözcük ve sahte sözcük listesi hazırlanmıştır. Bu ölçme aracı ikisi devlet okulu biri de özel okul olmak üzere üç farklı okuldan 399 öğrenciye uygulanmıştır. Uygulama sonucunda ölçme aracının içerdiği okuma kartlarının alfa değerlerine, değiştirilmiş kartlarla olan ilişkisine, sınıflar arası farkı belirleyebilme durumuna ve son olarak da başarılı ve başarısız öğrencileri ayırt edebilme yeterliliğine bakılmıştır. Elde edilen bulgular sonucunda ölçme aracının 1-4. sınıf öğrencilerinin sessiz sözcük okuma becerilerini ölçmede kullanılabilecek bir araç olduğu görülmüştür. Anahtar Sözcükler: Akıcı okuma, akıcı sözcük okuma, akıcı sessiz sözcük okuma testi, ABSTRACT. Lack of abilities in reading vocabulary is one of the outstanding reasons of reading problems because there is a very close relationship between reading and grasping vocabulary accurately and fluently. In the same way, it has been put forward that there is a relationship between reading speed and grasping. That is why students' statutes in terms of vocabulary reading should be recognized. In this study, considering this necessity, an assessment tool that is going to be used in evaluating students' abilities of silent vocabulary reading has been aimed to develop. With this aim, a vocabulary list and a fakevocabulary list have been prepared with three different reading cards. This assessment tool has been applied to 399 students from two state schools and a private school. In the result of the application the alpha values of the cards, their relations with equivalent cards, their positions of determining the difference between classes and lastly their adequacies of differentiation between successful and unsuccessful students have been regarded. Considering the findings it has been recognized that the assessment tool is a tool that can be used in evaluation of silent vocabulary reading abilities of students in 1-4 classes.

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Woodcock Reading Mastery Tests-Revised--Normative Update

Cited by 522 publications

References 0 publications

A family‐based association analysis and meta‐analysis of the reading disabilities candidate gene DYX1C1

A family‐based association analysis and meta‐analysis of the reading disabilities candidate gene DYX1C1

Dynamic Indicators of Basic Early Literacy Skills

Doğru ve Akıcı Sessiz Sözcük Okuma Testinin Geliştirilmesi

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