Date of Award

2018

Degree Name

School Psychology

College

College of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Dr. Lanai Jennings, Committee Chairperson

Second Advisor

Dr. Sandra Stroebel

Third Advisor

Dr. Conrae Lucas-Adkins

Abstract

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.

Subject(s)

School psychology.

Reading -- Ability testing -- Evaluation.

Reading comprehension.

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