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The Status of Decoding Tests in Instructional Decision-Making
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Kern, Amanda M.; Hosp, Michelle K. – Assessment for Effective Intervention, 2018
The purpose of this study was to analyze published decoding tests, at the item level, to determine what decoding skills and discrete letter-patterns are assessed, and identify potential instructional implications of these measures. Twenty published word list decoding tests, either used in research or within a Multi-Tiered Systems of Supports…
Descriptors: Decoding (Reading), Reading Tests, Test Items, Reading Skills
Assessing Specific Grapho-Phonemic Skills in Elementary Students
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Robbins, Kelly P.; Hosp, John L.; Hosp, Michelle K.; Flynn, Lindsay J. – Assessment for Effective Intervention, 2010
This study examines the relation between decoding and spelling performance on tasks that represent identical specific grapho-phonemic patterns. Elementary students (N = 206) were administered a 597 pseudoword decoding inventory representing 12 specific grapho-phonemic patterns and a 104 real-word spelling inventory representing identical…
Descriptors: Student Evaluation, Elementary School Students, Spelling, Decoding (Reading)
Word Recognition Error Analysis: Comparing Isolated Word List and Oral Passage Reading
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Flynn, Lindsay J.; Hosp, John L.; Hosp, Michelle K.; Robbins, Kelly P. – Assessment for Effective Intervention, 2011
The purpose of this study was to determine the relation between word recognition errors made at a letter-sound pattern level on a word list and on a curriculum-based measurement oral reading fluency measure (CBM-ORF) for typical and struggling elementary readers. The participants were second, third, and fourth grade typical and struggling readers…
Descriptors: Word Lists, Oral Reading, Elementary School Students, Grade 2