ERIC Number: ED197508
Record Type: RIE
Publication Date: 1980-Jan
Reference Count: 0
Relationships Among Simple Measures of Spelling and Performance on Standardized Achievement Tests.
Deno, Stanley L.; And Others
Three concurrent validity studies were conducted on the relationship between performances on formative measures of spelling and performances on standardized spelling achievement measures using learning disabled (LD) and non-LD elementary students. Results of correlational analysis for four formative measures and three standardized measures provided support for the validity of Number of Correct Letter Sequences and Number of Correct Words on a dictated word list as indices of spelling achievement. Data from different grades (2 through 6) and placements (LD resource room vs regular placement) supported the hypothesized developmental trends in performance across grades and the hypothesized differences in performance between regular and LD program Ss. Additional analyses suggested that any word selection procedure may be used and that the dictated list may be presented for 1 to 3 minutes to obtain valid results. The implications for the development of a formative evaluation system that can continuously monitor spelling progress and evaluate interventions are discussed. (Author/CL)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Note: For related documents, see EC 131 709-720.