Date of Award
College of Education and Professional Development
Type of Degree
Dr. Lanai Jennings, Committee Chairperson
Dr. Sandra Stroebel
Dr. Conrae Lucas-Adkins
The present study examined the relationship between the Gray Oral Reading Test – Fifth Edition and the Woodcock Johnson-IV Achievement Tests in reading in a sample of 104 school age participants between the ages of 7 and 18. Pearson correlations tests indicated large correlations (r=.87, p=.01) between the GORT-5 ORI and the WJ IV ACH Broad Reading cluster. Additional comparisons for fluency and comprehension yielded comparable results (r=.85, p=.01; r=.84, p=.01). Similarly, a Fisher’s Exact Test illustrated that the odds of scoring at or below the tenth percentile on the WJ IV ACH was very high when a student scored at or below the tenth percentile on the GORT-5. The findings suggest that the use of this relatively brief oral reading measure can be beneficial as a diagnostic assessment in a district’s MTSS because its results are closely aligned to the WJ IV –ACH, a popular achievement test frequently used in combination with other assessments to help determine if struggling readers have academic deficits significant enough to warrant special education services.
Reading -- Ability testing -- Evaluation.
Nestor, Emily D., "Relationship between the WJ-IV ACH reading tests and the GORT-5" (2018). Theses, Dissertations and Capstones. 1205.