Relationship between the clinical components of the Boder test of reading-spelling patterns and the Stanford achievement test: Validity of the Boder

Abstract

This study investigated the concurrent validity of the diagnostic components of the Boder Test of Reading-Spelling Patterns. The Boder components of Reading Grade Level, Reading Quotient, Percent of Known Words Spelled Correctly, and the Percent of Unknown Words With Good Phonetic Equivalents were compared with group-administered reading and spelling measures from the Stanford Achievement Reading Test (SAT). The sample included 87 reading-disabled children, ranging in age from 8-4 to 12-5, who were receiving services in a reading disability program. The results indicated that the Boder Reading Grade Level significantly correlated with all SAT scores, the Reading Quotient with all SAT scores except Spelling, and the Percent of Unknown Words with good phonetic equivalents to the SAT variables of Vocabulary, Reading A, Word Study Skills, and Total Reading. The Percent of Known Words Spelled Correctly did not significantly relate to any of the SAT measures. Although these findings provide some support for the concurrent validity of the Boder, concerns were raised regarding the other clinical components of this test.