Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Foreign Countries | 3 |
| Reading Comprehension | 3 |
| Reading Tests | 3 |
| Verbal Ability | 3 |
| Intelligence Tests | 2 |
| Reading Difficulties | 2 |
| Vocabulary | 2 |
| Accuracy | 1 |
| Age Differences | 1 |
| Clinical Diagnosis | 1 |
| Cognitive Ability | 1 |
| More ▼ | |
Author
| Alexander, James R.M. | 1 |
| Arakelian, Sarah | 1 |
| Kelso, Katrina | 1 |
| Leitão, Suze | 1 |
| Martin, Frances | 1 |
| Wheldall, Kevin | 1 |
| Whitworth, Anne | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
Audience
Location
| Australia | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKelso, Katrina; Whitworth, Anne; Leitão, Suze – Reading & Writing Quarterly, 2022
This study aimed to profile the sublexical, lexical, and text level language skills, and cognitive processes of a sub-group of children with poor reading comprehension known as poor comprehenders. An assessment protocol was developed to assess each of the components from Perfetti and Stafura's Reading Systems Framework. A comprehensive profile was…
Descriptors: Language Processing, Oral Language, Reading Comprehension, Profiles
Wheldall, Kevin; Arakelian, Sarah – Australian Journal of Learning Difficulties, 2016
The aim of this study was to compare the York Assessment of Reading for Comprehension (YARC) with the Neale Analysis of Reading Ability (NARA) and other measures of reading and related skills with a sample of older low-progress readers and to provide additional information regarding the validity of the YARC in Australia. The data from an…
Descriptors: Comparative Analysis, Reading Comprehension, Reading Ability, Foreign Countries
Alexander, James R.M.; Martin, Frances – Journal of School Psychology, 2004
During the school years, psychological test norms may be indexed by age or by grade. A number of studies have shown that using age-based norms appears to produce biases associated with grade assignment. Cahan and Cohen [Child Dev. 60 (1989) 1239-1249] showed that the effect of one grade was over twice the effect of 1 year of age for most verbal…
Descriptors: Test Norms, Cognitive Ability, Verbal Ability, Reading Tests
