Date of Award

2017

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Lanai Jennings

Second Advisor

Sandra Stroebel

Third Advisor

Peter Prewett

Fourth Advisor

Conrae Lucas-Adkins

Abstract

Most children will learn to read when provided early literacy opportunities and reading instruction in early elementary school. However, approximately 20 percent of children will struggle to read and necessitate supplemental reading intervention. A smaller subset of struggling readers, moreover, will require sustained, intensive reading intervention, as well as accommodations provided through special education. Although universal screeners and progress monitoring instruments can be useful in guiding instructional strategies and gauging a student’s response to an evidenced-based reading intervention, norm-referenced screening tools can additionally be beneficial in identifying struggling readers who likely have specific learning disabilities. The purpose of the present study was to determine the utility of the GORT-5 as a screening instrument for reading disabilities, as well as its relationship with the WJ IV ACH. In a naturalistic sample of 41 referred participants, findings indicate the GORT-5 Oral Reading Index (ORI) score positively correlates with the WJ IV ACH. The areas of comprehension from both the GORT-5 and the WJ IV ACH correlated well with each other but not with the other areas of reading. Also, the majority of students identified as at-risk on the GORT-5 were also indicated to be at-risk on the WJ IV ACH. Overall, the GORT-5 was shown to be an accurate screener in the area of reading.

Subject(s)

Reading -- Ability testing -- Evaluation.

Reading comprehension.

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