The Woodcock reading mastery test: Impact of normative changes

Assessment

Volumn 12, Issue 3, 2005, Pages 347-357

  Pae, Hye Kyeong ^a,e   Wise, Justin C ^a   Cirino, Paul T ^b   Sevcik, Rose A ^a   Lovett, Maureen W ^c,f,g   Wolf, Maryanne ^d,h,i   Morris, Robin D ^a  

^a GEORGIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF HOUSTON   (United States)

^c UNIVERSITY OF TORONTO   (Canada)

^d TUFTS UNIVERSITY   (United States)

^e GEORGIA PERIMETER COLLEGE   (United States)

^f Learning Disabilities Research Center   (United States)

^g HOSPITAL FOR SICK CHILDREN   (Canada)

^h Center for Reading and Language Research   (United States)

ⁱ MCLEAN HOSPITAL   (United States)

Author keywords

Normative changes; Reading disabilities; Reading measures; Systematic inflation; Woodcock Reading Mastery Test (WRMT)

Indexed keywords

ARTICLE; CHILD; CLASSIFICATION; COMPARATIVE STUDY; COMPREHENSION; DYSLEXIA; EDUCATION; EDUCATIONAL STATUS; FEMALE; HUMAN; INTELLIGENCE TEST; LEARNING; MALE; NEUROPSYCHOLOGICAL TEST; ORGANIZATION AND MANAGEMENT; PSYCHOLOGICAL ASPECT; PSYCHOMETRY; READING; REFERENCE VALUE; REPRODUCIBILITY; STATISTICS;

CHILD; COMPREHENSION; DYSLEXIA; EDUCATION, SPECIAL; EDUCATIONAL STATUS; ELIGIBILITY DETERMINATION; FEMALE; HUMANS; INTELLIGENCE TESTS; MALE; NEUROPSYCHOLOGICAL TESTS; PSYCHOMETRICS; READING; REFERENCE VALUES; REPRODUCIBILITY OF RESULTS; VERBAL LEARNING;

EID: 25444449589     PISSN: 10731911     EISSN: None     Source Type: Journal    
DOI: 10.1177/1073191105277006     Document Type: Article

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