The Woodcock Reading Mastery Test: Impact of Normative Changes

Authors

Hye Kyeong Pae, University of Cincinnati - Main CampusFollow
Justin Coy Wise, Georgia State UniversityFollow
Paul Cirino, University of HoustonFollow
Rose Sevcik, Georgia State UniversityFollow
Maureen Lovett, University of TorontoFollow
Robin Morris, Georgia State UniversityFollow
Maryanne Wolf, Tufts UniversityFollow

Document Type

Article

Publication Date

2005

Abstract

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual’s performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three met- ropolitan areas, 899 first to third grade students referred by their teachers for a reading in- tervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.

Comments

Originally published in:

Pae, H. P., Wise, J.C., Cirino, P.T., Sevcik, R.A., Lovett, M.W., Wolf, M. & Morris, R. (2005). The Woodcock Reading Master Test: Impact of Normative Changes. Assessment, 12(3), 347-357. doi: 10.1177/1073191105277006

(c) SAGE Publications. Posted with Publisher's Permission

Recommended Citation

Pae, H. P., Wise, J.C., Cirino, P.T., Sevcik, R.A., Lovett, M.W., Wolf, M. & Morris, R. (2005). The Woodcock Reading Master Test: Impact of Normative Changes. Assessment, 12(3), 347-357.