The authors report findings from an evaluation of the reading competence of students in selected elementary schools in Trinidad and Tobago. The work was conducted in eight schools and involved the testing of 450 students in standards (grades) 1 and 5 for competence in comprehension, oral reading, and word recognition. Methods and results relating…

According to interpretations of results from the latest oral reading fluency (ORF) study conducted by the National Assessment of Educational Progress (White et al., 2020), fourth-grade students who score below the basic standard require interventions that focus on word recognition, phonological decoding, and fluency. Before such mandates for…

This study, using the Visual Pattern Recognition Test for Prereading Skills, found that beginning readers improve in word recognition if they are given training in identifying essential components of letters. (HOD)

According to this study using both physiological and word recognition error criteria to ascertain students' reading frustration level, repetitions should be counted as errors to obtain authentic reading level scores on informal reading inventories. (TO)

Reports on a study testing the validity of the Names Test, an individually administered phonics assessment. Provides support for the Names Test's validity by showing it to be significantly correlated with established tests of word recognition and decoding ability. (SR)

Examines the Decoding Skills Test (DST), a criterion referenced, diagnostic instrument designed to identify deficiencies in word decoding. (JC)

Concludes that there are numerous problems with the test studied. Argues that the abilities it assesses and their relationship to reading and reading instruction are not sufficiently understood to warrant the test's use. (FL)