Measuring adult literacy students’ reading skills using the Gray Oral Reading Test
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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.
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- Measuring adult literacy students’ reading skills using the Gray Oral Reading Test
Annals of Dyslexia
Volume 59, Issue 2 , pp 133-149
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Adult literacy assessment
- Test result interpretation
- Author Affiliations
- 1. Department of Educational Psychology and Special Education, Georgia State University, P.O. Box 3979, Atlanta, GA, 30302-3979, USA
- 2. Division of Teacher Education, University of Cincinnati, P.O. Box 210022, Cincinnati, OH, 45221-0022, USA
- 3. Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA, 30302-5010, USA
- 4. 68 Brandon Ridge Dr., Sandy Springs, GA, 30328, USA