Measuring Word Reading and Pseudoword Decoding in Struggling Readers Using the Test Of Word Reading Efficiency-Second Edition (TOWRE-2) and the Wechsler Individual Achievement Test-Third Edition (WIAT-III)

dc.contributor.advisorWallace, Monica
dc.contributor.authorGriffith, Morgan Elizabeth
dc.contributor.committeememberHerman, James
dc.contributor.committeememberRust, James
dc.contributor.departmentPsychologyen_US
dc.date.accessioned2016-12-21T20:25:46Z
dc.date.available2016-12-21T20:25:46Z
dc.date.issued2016-11-04
dc.description.abstractThe purpose of the current study was to determine whether the basic word reading skills measured by the Test of Word Reading Efficiency, 2nd Edition (TOWRE-2) alone provides sufficient information to diagnose dyslexia instead of using both the TOWRE-2 and Wechsler Individual Achievement Test, 3rd Edition (WIAT-III) as is current practice at the Tennessee Center for the Study and Treatment of Dyslexia. Benefits of using only one test might include reduced testing time, less child fatigue, more efficient use of staff resources and clearer diagnostic information. The TOWRE-2 assesses both fluency and decoding and the WIAT-III assesses only decoding. Reading researchers agree that dyslexia is characterized by poor word reading and decoding (e.g., Mody, & Shaywitz, 2006). TOWRE-2 mean scores were significantly lower than WIAT-III mean scores for both dyslexic and non-dyslexic groups suggesting that the TOWRE-2 provides the lowest estimate of decoding ability.
dc.description.degreeM.S.
dc.identifier.urihttp://jewlscholar.mtsu.edu/handle/mtsu/5168
dc.publisherMiddle Tennessee State University
dc.subjectAssessment
dc.subjectBasic word reading
dc.subjectDecoding
dc.subjectDyslexia
dc.subjectTest Of Word Reading Efficienc
dc.subjectWechsler Individual Achievemen
dc.subject.umiEducational psychology
dc.subject.umiEducational tests & measurements
dc.subject.umiReading instruction
dc.thesis.degreegrantorMiddle Tennessee State University
dc.thesis.degreelevelMasters
dc.titleMeasuring Word Reading and Pseudoword Decoding in Struggling Readers Using the Test Of Word Reading Efficiency-Second Edition (TOWRE-2) and the Wechsler Individual Achievement Test-Third Edition (WIAT-III)
dc.typeThesis

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