The woodcock reading mastery test: impact of normative changes.
This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual's performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.
Pae
Hye Kyeong
HK
Georgia State University.
Wise
Justin C
JC
Cirino
Paul T
PT
Sevcik
Rose A
RA
Lovett
Maureen W
MW
Wolf
Maryanne
M
Morris
Robin D
RD
D002648:Child; D032882:Comprehension; D004410:Dyslexia / Q000145:classification / Q000175:diagnosis* / Q000523:psychology; D004519:Education, Special / Q000706:statistics & numerical data; D004522:Educational Status; D004608:Eligibility Determination / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D007361:Intelligence Tests / Q000706:statistics & numerical data; D008297:Male; D009483:Neuropsychological Tests / Q000706:statistics & numerical data*; D011594:Psychometrics / Q000706:statistics & numerical data; D011932:Reading; D012016:Reference Values; D015203:Reproducibility of Results; D014706:Verbal Learning