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ERIC Number: ED136230
Record Type: RIE
Publication Date: 1976
Reference Count: 0
The Criterion-Referenced Measurement of an Early Reading Behavior.
Walmsley, Sean A.
In recent years, increasing criticism of norm-referenced measures of reading ability has sparked researchers' and educators' interest in criterion-referenced instruments. This study attempted to shed light on these issues by constructing a criterion-referenced test of early reading behavior, by presenting a rationale for its construction from both reading and statistical perspectives, and by administering this test to a stratified, random sample of school children in grades two, three, and four. Test results indicate that an understanding of the pronunciation of the consonant-vowel-consonant universe is well-established by the middle of grade two, that some further improvement occurs by the middle of grade four, and that a steady decline in recognition time occurs as a function of increasing age. Surprisingly, an almost equal number of errors were made on initial and final consonants. Results also suggest that the division of consonant-vowel-consonant groupings into various pronunication patterns (checked vowel, r-modified vowel, etc.) and into categories defined by whether the group is a real word or a nonsense word are both important dimensions of the consonant-vowel-consonant universe. (Author/KS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Report prepared at the State University of New York at Albany; Appendix may be marginally legible