Woodcock Reading Mastery Tests Research Articles

A longitudinal study of the efficacy of the Cellfield reading intervention in a South African context

ABSTRACT The Cellfield reading intervention is based on the multi-deficit theory of reading difficulties and addresses several foundation skills of reading simultaneously. Existing research has confirmed that the Cellfield intervention leads to improvement in reading skill directly following the intervention, but little data exist to determine the long-term efficacy of Cellfield. The present study investigated the long-term efficacy of the Cellfield intervention in a group of South African children. Fifty-two struggling readers were assessed via two standardised tests (Woodcock Reading Mastery Tests and Gray Oral Reading Test). Of the 52 readers, 41 underwent the Cellfield intervention, while 11 did not. Children were assessed on six reading variables before the intervention and directly following the intervention (treatment group). Both groups were re-assessed on the same variables at least a year after the intervention ended. Statistical analyses showed that advances in the treatment group directly after the intervention were maintained in the long term.

Toward an Educative EEG-Based neuroIIR System for Adapting Contents

The pursuit of information is an integral aspect of a learner’s daily routine, often facilitated by information retrieval systems. In this study, we explore the correlation between text complexity and reading comprehension through the lens of neuroinformatics. Our objective is to ascertain whether it is feasible to infer the difficulty level of a text for a learner based on their brain activity, quantified by an electroencephalogram (EEG), during the information retrieval process. To accomplish this, we administered a section of the Woodcock Reading Mastery Test to our participants, evaluating their average reading fluency. Subsequently, the 18 participants under observation read paragraphs of varying complexity and responded to questions pertaining to the text. Utilizing the amassed data, we trained a deep learning model known as EEGNet to autonomously discern the complexity of the text being read, relying on the EEG signals. Furthermore, we conducted a comparison with previous research that employed a distinct characterization approach and employed a random forest algorithm for classification. The outcomes revealed that the present approach (EEGNet) outperformed the former method, achieving an accuracy rate of 80.83% across all subjects, whereas the random forest algorithm achieved a mere 50.28% accuracy. Our findings suggest the potential to classify the EEG signals in accordance with the level of difficulty a student encounters when comprehending the text. We propose several avenues for extending our work into real-time scenarios.

Reading skills in males with 47,XXY: Risk factors and the influence of hormonal replacement therapy (HRT)

Purpose47,XXY is often associated with reduced expressive language and literacy skills. This retrospective cross-sectional study investigated risk factors (hormone replacement deficiency, pre-or postnatal diagnosis, and history of family learning disabilities [FLDs]) associated with reading skills in 152 males. MethodsWe analyzed Woodcock Reading Mastery Test scores among 7 prenatally diagnosed male hormone replacement therapy (HRT) groups using analysis of variance along with analysis of variance and 2 postnatally diagnosed male HRT groups (No-T and T) using t tests. Treated prenatally diagnosed males with FLDs were compared with an identically treated prenatal HRT group with no history of FLDs using a t test. ResultsIn prenatally diagnosed males, significant treatment differences were observed on several reading scales (eg, total reading: χ2 = 17.96, P = .006), in which the highest modality HRT group (mean [M] =119.87) outperformed the untreated group (M = 99.88). In the postnatal analysis, we observed a significant effect of treatment on basic skills (P = .01). Despite equal HRT status, males with FLDs (M = 105.79) exhibited reduced total reading skills compared with those in the no FLD group (P = 0.0006). ConclusionOur findings in this pilot study reveal that the most optimal reading trajectory is associated with a prenatal diagnosis, absence of FLDs, and the highest modality HRT.

Effects of Unilateral Hearing Loss on Speech-Evoked Auditory Brainstem Responses and Reading: A Preliminary Study.

The purpose of this study was to determine whether the speech-evoked auditory brainstem responses (sABRs) obtained by stimulating the ear with normal sensitivity in children with unilateral hearing loss (UHL) were different from that of children with normal hearing (NH), and to explore correlations between the sABR findings and measures of reading. Eleven children with UHL and 11 children with NH were tested via the BioMARK sABR protocol using the syllable /da/; latency and amplitudes of Waves V, A, C, D, E, F, and O were measured. Participants also were tested on the Phonemic Synthesis Test (PST) and the Woodcock Reading Mastery Test-Revised (WRMT-R), particularly the Reading Readiness, Basic Skills, and Comprehension subtests. Multivariate analysis of variance testing showed a significantly higher amplitude for Wave A for the NH group as compared to the UHL group. Separate ANOVAs also found significantly lower scores for the UHL group compared to the NH group on Basic Skills and Comprehension subtests of the Woodcock. Significant positive Spearman rho correlations were found for the UHL group between wave amplitudes for V, A, and O and the Reading Readiness score, and between wave amplitudes for V, A, D, and O and the Reading Comprehension score. A significant correlation also was found between the Total Reading score and wave amplitudes for V and A. No such correlations were found between wave amplitude and Woodcock scores for the NH group. Further testing of the UHL data found significant relationships between the pure-tone average of the hearing loss ear and the Basic Skills, Comprehension, and Total Reading scores from the WRMT-R. There was also a significant correlation between the PST score and Wave C amplitude. There may be a connection between speech encoding and measures of reading in children with UHL.

Linking fine motor skills with theory of mind in school-age children

Motor skills have been linked to language and social development with implications for theory of mind. This study examined theory of mind (attribution of intentions task) in school-age children (N = 62, mean age 8 years; 2 months, standard deviation [SD] = 1;3) in relation to fine motor skills (grooved pegboard), receptive vocabulary (Peabody Picture Vocabulary Test), receptive grammar (Test for the Reception of Grammar), reading comprehension (Woodcock Reading Mastery Tests), verbal short-term (nonword repetition), and visual-spatial working memory (one-shape array memory). All variables except verbal short-term memory correlated with accuracy on theory of mind. In regression models, fine motor skills accounted for variance in theory of mind after controlling for age, language, and working memory. The results add to research linking fine motor skills with faux pas understanding, indicating the potentially broad impact of motor skills on social cognition. Given the cross-sectional study design, longitudinal research is warranted to address causality.

The impact of reading fluency level on interactive information retrieval

Given an information need and the corresponding set of documents retrieved, it is known that user assessments for such documents differ from one user to another. One frequent reason that is put forward is the discordance between text complexity and user reading fluency. We explore this relationship from three different dimensions: quantitative features, subjective-assessed difficulty, and reader/text factors. In order to evaluate quantitative features, we wondered whether it is possible to find differences between documents that are evaluated by the user and those that are ignored according to the complexity of the document. Secondly, a task related to the evaluation of the relevance of short texts is proposed. For this end, users evaluated the relevance of these short texts by answering 20 queries. Documents complexity and relevance assessments were done previously by some human experts. Then, the relationship between participants assessments, experts assessments and document complexity is studied. Finally, a third experimentation was performed under the prism of neuro-Information Retrieval: while the participants were monitored with an electroencephalogram (EEG) headset, we tried to find a correlation among EEG signal, text difficulty and the level of comprehension of texts being read during the EEG recording. In light of the results obtained, we found some weak evidence showing that users responded to queries according to text complexity and user’s reading fluency. For the second and third group of experiments, we administered a sub-test from the Woodcock Reading Mastery Test to ensure that participants had a roughly average reading fluency. Nevertheless, we think that additional variables should be studied in the future in order to achieve a sound explanation of the interaction between text complexity and user profile.

Reading Comprehension Abilities in the Anglophone Aging Population with Post-Secondary Education

Literacy skills such as reading comprehension are essential in order to understand written information and complete daily tasks. Low literacy skills are common in the aging population thus affecting quality of life, independence and social integration. Reading comprehension is a complex activity that requires processing at many different levels. According to Kintsch’s construction-integration model, three levels of representations of a text must be achieved in order to fully comprehend a text. Previous studies often considered the aging population as a single group and compared this group to young adults. However, few studies examined the variability in reading comprehension abilities within the aging population. Studies examining the variability in the construction of a situation model in older adults are even more scarce. The main objective of this study is to examine the effect of age on reading comprehension abilities at the surface model, text-based model and situation model in the aging population with high education level.
 Participants were recruited in northern Ontario and were grouped into three age intervals (60-69 years; 70-79 years; ≥ 80 years). Participants’ cognitive functions were assessed using the Montreal Cognitive Assessment (MoCA) and health literacy was assessed using the Short Test of Functional Health Literacy in Adults (STOFHLA). Reading comprehension abilities were evaluated using the Woodcock Reading Mastery Tests - third edition (WRMT-III) as well as the Gray Oral Reading Test – fifth edition (GORT5).
 Results indicated no significant differences in performance of reading comprehension abilities among the three age groups at the surface level, text-based level, and situation model level of reading comprehension. These findings suggest no age-related effect on reading comprehension abilities in adults with high levels of education. The lack of differences observed may be explained by the absence of differences in cognitive functions between the three age groups as well as the high level of education which may have acted as a protective factor. Future studies should examine reading comprehension in Anglophone adults with lower levels of education to better understand whether education is a protective factor against a decline in reading comprehension abilities in the aging population.

Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability

ABSTRACTThere is growing interest in the link between implicit statistical learning (SL) and reading ability. Although learning to read involves both auditory and visual modalities, it is not known whether reading skills might be more strongly associated with auditory SL or visual SL. Here we assessed SL across both modalities in 36 typically developing children and 36 healthy adults using the classic triplet-learning paradigm. Auditory SL was significantly associated with sentence reading fluency (Woodcock Johnson III Test of Achievement) in the combined sample of children and adults after controlling for age and nonverbal intelligence. In further analysis of the child data, auditory SL was significantly associated with nonword reading accuracy (Woodcock Reading Mastery Test), a relationship which appeared to be mediated by phonological processing abilities (Comprehensive Test of Phonological Processing). These findings suggest that auditory SL might contribute more strongly to certain aspects of reading development compared to visual SL.

The Relationship between Parental Language Dominance of Heritage Spanish-speaking Children and Child Performance in Normative Language Assessments

This study investigates the relationship between parental language dominance in Spanish and heritage language (HL) child performance on receptive vocabulary and emergent literacy skills in English through two norm-based assessments. We used the Bilingual Language Profile (BLP) (Birdsong, Gertken, & Amengual, 2012) to assess parental language dominance in a quantifiable and structured way. Kindergarten HL children (n = 58) were tested on the Peabody Picture Vocabulary Test, PPVT-4 (Dunn & Dunn, 2007), as a receptive measure of English vocabulary. They were also tested on three sub sets of the Woodcock Reading Mastery Test, Third Edition (WRMT-III) (2011), as measures of emergent literacy skills. BLP scores indicated that parents were mostly Spanish dominant. Correlations conducted between parent BLP scores and child receptive vocabulary (PPVT-4) showed a negative relationship. In contrast, parental BLP scores were positively related to two of the WRMT-III subsets (letter identification and rapid automatic naming). We argue that parental dominance had a different role influencing child reading readiness in English (WRMT –III) versus child receptive vocabulary acquisition (PPVT-4). These results support the domain specific nature of language (Grosjean, 2016). We suggest the use of the BLP as a tool that provides a holistic view of linguistic dominance.

Parenting practices focusing on literacy: a study of cultural capital of kindergarten and first-grade students from low-income families

ABSTRACTThe purpose of this study was to examine the relations between parents’ home literacy practices and the literacy skills of young children at risk for reading difficulties. Participants included 198 kindergarten and first-grade students and their parents. Children were enrolled in two Title I schools in an urban setting. Parents completed the Stonybrook Family Reading Survey, and children completed the Peabody Picture Vocabulary Test, 4th edition, Expressive Vocabulary Test, 2nd edition, and Woodcock Reading Mastery Test. Results revealed that children with greater social capital in the form of more frequent home literacy activities demonstrated higher expressive and receptive vocabulary skills. These findings have implications for researchers, educators, and parents including the suggestion that school-based interventions should assess home literacy environment at the baseline to inform the design of instructional activities and to inform teachers on ways to enhance the home–school connection.

Working memory, short-term memory and reading proficiency in school-age children with cochlear implants

ObjectiveThe objective of the study was to examine short-term memory and working memory through both visual and auditory tasks in school-age children with cochlear implants. The relationship between the performance on these cognitive skills and reading as well as language outcomes were examined in these children. MethodsTen children between the ages of 7 and 11 years with early-onset bilateral severe-profound hearing loss participated in the study. Auditory and visual short-term memory, auditory and visual working memory subtests and verbal knowledge measures were assessed using the Woodcock Johnson III Tests of Cognitive Abilities, the Wechsler Intelligence Scale for Children-IV Integrated and the Kaufman Assessment Battery for Children II. Reading outcomes were assessed using the Woodcock Reading Mastery Test III. ResultsPerformance on visual short-term memory and visual working memory measures in children with cochlear implants was within the average range when compared to the normative mean. However, auditory short-term memory and auditory working memory measures were below average when compared to the normative mean. Performance was also below average on all verbal knowledge measures. Regarding reading outcomes, children with cochlear implants scored below average for listening and passage comprehension tasks and these measures were positively correlated to visual short-term memory, visual working memory and auditory short-term memory. Performance on auditory working memory subtests was not related to reading or language outcomes. ConclusionsThe children with cochlear implants in this study demonstrated better performance in visual (spatial) working memory and short-term memory skills than in auditory working memory and auditory short-term memory skills. Significant positive relationships were found between visual working memory and reading outcomes. The results of the study provide support for the idea that WM capacity is modality specific in children with hearing loss. Based on these findings, reading instruction that capitalizes on the strengths in visual short-term memory and working memory is suggested for young children with early-onset hearing loss.

Predictive Validity of Early Literacy Measures for Korean English Language Learners in the United States

This study examined the predictive validity of early literacy measures with first-grade Korean English language learners (ELLs) in the United States at varying levels of English proficiency. Participants were screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF), DIBELS Nonsense Word Fluency (NWF), and Word Identification Fluency (WIF). Reading outcome measures included DIBELS Oral Reading Fluency (DORF) and the Woodcock Reading Mastery Tests (WRMT). Data were analyzed using correlation analyses, regression analyses, and receiver operating characteristic analyses. Results highlighted the role of WIF as a screening measure. Among all measures, WIF was the most correlated with reading outcomes for all groups and made a meaningful contribution in predicting reading outcomes after controlling for PSF and NWF. Specifically, WIF contributed an additional 30% to 42% of the variance in reading outcomes. There is also preliminary evidence that predictive validity varies by English proficiency level. Regarding predictive accuracy, sensitivity values for PSF and NWF were 73% or higher and specificity values were 68% or higher. An exploratory analysis to determine optimal cut-scores for the screeners was conducted. The optimal cut-scores for WIF yielded the highest levels of predictive accuracy with sensitivity and specificity values greater than 92%.

Association between AVPR1A, DRD2, and ASPM and endophenotypes of communication disorders.

Speech sound disorder (SSD) is one of the most common communication disorders, with a prevalence rate of 16% at 3 years of age, and an estimated 3.8% of children still presenting speech difficulties at 6 years of age. Several studies have identified promising associations between communication disorders and genes in brain and neuronal pathways; however, there have been few studies focusing on SSD and its associated endophenotypes. On the basis of the hypothesis that neuronal genes may influence endophenotypes common to communication disorders, we focused on three genes related to brain and central nervous system functioning: the dopamine D2 receptor (DRD2) gene, the arginine-vasopressin receptor 1a (AVPR1A) gene, and the microcephaly-associated protein gene (ASPM). We examined the association of these genes with key endophenotypes of SSD - phonological memory measured through multisyllabic and nonword repetition, vocabulary measured using the Expressive One Word Picture Vocabulary Test and Peabody Picture Vocabulary Test, and reading decoding measured using the Woodcock Reading Mastery Tests Revised - as well as with the clinical phenotype of SSD. We genotyped tag single nucleotide polymorphisms in these genes and examined 498 individuals from 180 families. These data show that several single nucleotide polymorphisms in all three genes were associated with phonological memory, vocabulary, and reading decoding, with P less than 0.05. Notably, associations in AVPR1A (rs11832266) were significant after multiple testing correction. Gene-level tests showed that DRD2 was associated with vocabulary, ASPM with vocabulary and reading decoding, and AVPR1A with all three endophenotypes. Endophenotypes common to SSD, language impairment, and reading disability are all associated with these neuronal pathway genes.

The Relationship Among Oral Language, Decoding Skills, and Reading Comprehension in Children with Autism

The purpose of this study was to examine the relationship among oral language, decoding, and reading comprehension for children with autism. Participants included 13 English-speaking children with a diagnosis of high-functioning autism (IQ > 70) who were included in a typical classroom, and who had parents who spoke English. Parts of the Clinical Evaluation of Language Fundamentals, OWLS: Listening Comprehension, and the Peabody Picture Vocabulary Test were administered to measure oral language abilities, and parts of the Woodcock Reading Mastery Test and Test of Word Reading Efficiency were given to assess decoding and reading comprehension. Results indicated there was no significant relationship between phonology and decoding, but there was a significant relationship between semantics and decoding. There were also significant relationships between semantics and comprehension and syntax and comprehension.

Two Studies of Tier II Literacy Development: Throwing Sixth Graders a Lifeline

Abstract Two experimental studies at one urban middle school investigated the effects of the combination of Tier I and Tier II evidence-based reading instruction compared to Tier I alone on struggling sixth-grade readers (N = 109). All participants received free or reduced-price lunch, and 95% were considered English learners at some point in their school history. In both studies, Tier II intervention consisted of intensive instruction in word analysis, fluency building, comprehension, and vocabulary for 30 hours across 10 weeks. Results of both studies taken individually and combined indicated significant differences in favor of the intervention groups on oral reading fluency. The second study indicated significantly stronger performances for the intervention group on the Woodcock Reading Mastery Test—Revised (WRMT-R/NU) passage comprehension subtest. Tier II interventions and Response to Intervention (RTI) for older struggling readers are discussed related to educational implications and future research.

C072 Nottingham auditory milestones: An evaluation of a profile to monitor the development of active listening understanding, auditory memory in children receiving cochlear implants under the age of three

The objective of the study was to examine short-term memory and working memory through both visual and auditory tasks in school-age children with cochlear implants. The relationship between the performance on these cognitive skills and reading as well as language outcomes were examined in these children.Ten children between the ages of 7 and 11 years with early-onset bilateral severe-profound hearing loss participated in the study. Auditory and visual short-term memory, auditory and visual working memory subtests and verbal knowledge measures were assessed using the Woodcock Johnson III Tests of Cognitive Abilities, the Wechsler Intelligence Scale for Children-IV Integrated and the Kaufman Assessment Battery for Children II. Reading outcomes were assessed using the Woodcock Reading Mastery Test III.Performance on visual short-term memory and visual working memory measures in children with cochlear implants was within the average range when compared to the normative mean. However, auditory short-term memory and auditory working memory measures were below average when compared to the normative mean. Performance was also below average on all verbal knowledge measures. Regarding reading outcomes, children with cochlear implants scored below average for listening and passage comprehension tasks and these measures were positively correlated to visual short-term memory, visual working memory and auditory short-term memory. Performance on auditory working memory subtests was not related to reading or language outcomes.The children with cochlear implants in this study demonstrated better performance in visual (spatial) working memory and short-term memory skills than in auditory working memory and auditory short-term memory skills. Significant positive relationships were found between visual working memory and reading outcomes. The results of the study provide support for the idea that WM capacity is modality specific in children with hearing loss. Based on these findings, reading instruction that capitalizes on the strengths in visual short-term memory and working memory is suggested for young children with early-onset hearing loss.

Self-concept development and measurement in children with mild intellectual disabilities

Objective: Using a multi-trait–multi-method technique, self-concept was analysed as a function of chronological age in children with mild intellectual disabilities. Also, relations between reading achievement and self-concept were measured.Methods: Participants were assessed on the Woodcock Reading Mastery Test–Revised, the Pictorial Scale of Perceived Competence and Social Acceptance and the Self-Description Questionnaire I–Individual Administration.Results: A median split was run to divide participants into younger and older groups; older participants evidenced coefficients that revealed more multidimensionality, stability and discriminant validity. Also, a significant canonical correlation was found between the Harter Pictorial Scale at Time 1 and WRMT-R at Time 2, χ2(8) = 17.99, r = 0.62, p = 0.02.Conclusion: As a whole, these results suggest that children with intellectual disabilities evince self-concept development similar to what would be expected in typically-developing children.

Classroom Observations and Effects of Reading Interventions for Students at Risk for Emotional and Behavioral Disorders

This study investigated the effects of small-group reading interventions, implemented within a schoolwide positive behavior support model, on elementary students with and without risk for emotional and behavior disorders. Participating schools and students were part of a larger randomized controlled group study. A subset of the larger study, four experimental and four comparison schools, participated in this current study. Participants included 117 first- through third-grade students who were identified through a systematic screening process as having reading or behavior/reading risk. Direct observation and reading performance measures yielded several important outcomes. Students receiving small-group interventions within the experimental group spent more time in small-group instruction and during that instruction were more actively engaged in reading aloud and academic responding. These differences translated into differential gains between groups on the Dynamic Indicators of Early Literacy Skills—DIBELS nonsense word fluency and oral reading fluency measures. In addition, with intensive small-group reading interventions, students with the combined behavior/reading risk were as responsive to the intervention as students with reading risk alone. No differences were recognized for student conduct or for reading outcomes on the Woodcock Reading Mastery Test. Implications for future research and practice are discussed.

Children with Low Literacy and Poor Stereoacuity: An Evaluation of Complex Interventions in a Community-Based Randomized Trial

Purpose: To assess, among children with low literacy and poor stereoacuity, the efficacy of two intervention programs on child vision and education compared to a control program. Methods: Eighty-eight children aged 8 to 13 years who had reading problems, and demonstrated poor stereoacuity as measured by the Titmus stereocircle test (> 100 seconds arc) or computerized assessment were randomized to one of two intervention programs: Lawson vision or Phono-Graphix, or a control group: Parental Literacy Support. Vision (Lang test, visual acuity, convergence insufficiency symptom survey) and education assessments (Woodcock Reading Mastery Tests–Revised) were conducted at baseline, intervention end (10 weeks), and 36 weeks. Analysis used intention to treat multi-level models. Results: Compared to the parental literacy support group, convergence insufficiency symptoms were reduced 36 weeks post-randomization amongst those receiving the Lawson orthoptic intervention (mean difference −5.55; 95% confidence interval (CI): −11.1 to −0.05, P < 0.05). Stereoacuity, measured by the Lang test, improved for both the Lawson and Phono-Graphix interventions compared to the parental literacy support group (−1.01; 95% CI: −1.6 to −0.4, P = 0.001, and −0.77; 95% CI: −1.4 to −0.2, P = 0.01). At the 36 week follow-up assessment, word identification had also improved for the Lawson and Phono-Graphix groups but other educational outcomes did not improve. Conclusion: A formal randomized control trial was feasible in this setting. Intervention among children with poor stereoacuity and low literacy produced small improvements in stereopsis and convergence insufficiency symptom scores. Further randomized control trials should be conducted to clarify the role of orthoptic intervention on literacy in selected child populations.

Characteristics of Reading Disability Types in Middle School Students Classified ED

Types of reading disabilities (RD) have not yet been investigated in students classified with emotional disturbance (ED). The prevalence of RD and differentiating characteristics were examined in 118 middle school students attending a self-contained school for ED students by defining RDs with reading standard scores &lt;85 on the two clusters of the Woodcock Reading Mastery Test–Revised. Half of the students had no RD, whereas 7.6% had only a deficit in phonological processing, 14.4% only a deficit in reading comprehension, and 28.0% deficits in both reading skills. Race and IQ were found to significantly differentiate the four groups and were therefore used as covariates in subsequent comparisons. In addition to significant differences in reading skills and language services, only one symptom category of psychopathology (attention-deficit hyperactivity disorder) produced a significant difference among the groups as well as only one measure of school functioning for 1 year (grade point average for major subjects). These findings indicate the need for comprehensive neuropsychological testing of students with ED and comorbid RD. The proper balance of academic and behavioral interventions is implied. The results also have implications for such students requiring differing programs of reading and related interventions, as well as differing long-term planning for educational needs.