title: Measuring adult literacy students' reading skills using the Gray Oral Reading Test.
abstract: There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests-Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered.
authors.affiliation: Department of Educational Psychology and Special Education, Georgia State University, Atlanta, 30302-3979, USA. dgreenberg@gsu.edu
authors.forename: Daphne
authors.initials: D
authors.lastname: Greenberg
authors.forename: Hye Kyeong
authors.initials: HK
authors.lastname: Pae
authors.forename: Robin D
authors.initials: RD
authors.lastname: Morris
authors.forename: Mary Beth
authors.initials: MB
authors.lastname: Calhoon
authors.forename: Alice O
authors.initials: AO
authors.lastname: Nanda
mesh_terms: D000293:Adolescent; D000328:Adult; D000367:Age Factors; D000368:Aged; D032882:Comprehension; D004522:Educational Status; D005260:Female; D006801:Humans; D007802:Language; D007807:Language Tests / Q000592:standards*; D007859:Learning Disabilities / Q000175:diagnosis*; D008297:Male; D008875:Middle Aged; D019303:Multilingualism; D011594:Psychometrics; D015203:Reproducibility of Results; D055815:Young Adult