Grace, Thomas Joseph (1975) An inservice program for teachers in the evaluation of measures of reading and reading related performance. Masters thesis, Memorial University of Newfoundland.
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Standardized reading tests have played a prominent role in the decision-making processes of our educational systems. Each year millions of students are assigned to various types of instructional programs on the basis of such test results and vast sums of money are expended to rectify or remediate reading problems identified through the use of standardized reading tests. Yet, despite their widespread us, it appears that the strengths and limitations of such tests are little understood by the educators who use them. -- This inservice program was designed to provide teachers with a better understanding and appreciation of the concepts related to reading evaluation so that they would be better able to make wise use of standardized reading tests. As a basis for establishing this understanding, the program first examined the nature and functions of visual and auditory ability, phonics, structural analysis, contextual analysis, vocabulary, comprehension and oral reading as they relate to the act of reading. The program then undertook an examination of several appropriate techniques that might be used to evaluate these reading skills. Having analyzed the reading skills, the program proceeded to a consideration of the statistical concepts of validity, reliability, standard error of measurement, norms and test scores and the effects they have upon the strength of a particular test result. -- With these aspects of measurement and evaluation serving as a frame of reference, the program required to analyze the strengths and weaknesses of a number of commonly used standardized reading tests. -- A questionnaire designed to evaluate the effectiveness of the program was administered at its conclusion. The results of the questionnaire revealed that teachers did feel that they had gained a greater insight into the concepts of reading evaluation and that they were now much more capable of selecting a test that would enable them to make the type of decision required of them. -- The inservice program was conducted through a series of twelve one-hour weekly sessions with seventeen Special Education teachers from schools under the jurisdiction of the St. John’s Roman Catholic School Board.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 52-57.|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Reading--Ability testing; Educational tests and measurements--Research|
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