The word reading test of effort in adult learning disability: a simulation study.
The Word Reading Test (WRT) was designed to detect effort problems specific to a learning disability sample. The WRT and the Word Memory Test (WMT) were administered to two simulator and normal control groups. The WRT showed excellent receiver operating characteristics (e.g., 90% sensitivity and 100% positive predictive power) and outperformed the WMT in detecting both reading and mental speed simulators. This finding and a double dissociation between reading and speed simulators on WRT errors and reaction time suggested specific effort effects while poor effort of simulators on the WMT suggested general effort effects. Results are supportive of the WRT as a potential effort indicator in learning disability.
Osmon
David C
DC
Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA. neuropsy@uwm.edu
Plambeck
Elizabeth
E
Klein
Liesa
L
Mano
Quintino
Q
D000293:Adolescent; D000328:Adult; D000704:Analysis of Variance; D003936:Diagnosis, Computer-Assisted / Q000379:methods; D004311:Double-Blind Method; D005260:Female; D006801:Humans; D007807:Language Tests; D007859:Learning Disabilities / Q000523:psychology* / Q000534:rehabilitation*; D008297:Male; D008568:Memory / Q000502:physiology; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D005082:Physical Exertion; D011930:Reaction Time / Q000502:physiology; D011932:Reading; D015203:Reproducibility of Results