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Dyslexi A Case Study

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There were 50 children between the ages of 8 and 12 referred for this test who were suspected of having problems and have had a diagnosis of dyslexia which is a form of learning disability. Just like in the other articles reading comprehension was tested along with word identification and word attack. For the internal consistency coefficients on reading passage comprehension the range was from 0.68 to 0.92 and on the concurrent validity estimates with similar measures between 0.55 and 0.71. For word identification the internal consistency was 0.91 to 0.97 and 0.89 and 0.90 on the Word Attack subtests. The validity for the Word Identification subtest ranged from 0.82 to 0.74, and for the Word Attack subtest ranged from 0.83 to 0.90 with similar reading measures (Meisinger, Bloom, &…show more content…
Validity coefficients for the qualitative score ranged from .55 to .59 and for the production scores, the coefficients ranged from .27 to .57 for first grade students (Ritchey & Coker, 2010). In the last article: Reading Progress Monitoring for Secondary- School Students: Reliability, Validity, and Sensitivity to Growth of Reading-Aloud and Maze Selection (Tich, Espin, & Wayman, 2009) it explains how 35 students in eighth grade were tested on completing reading aloud and maze-selection measures weekly for 10 weeks. The test was administered at different times therefore each measure was compared. Most alternate-form reliability coefficients were above .80. Criterion-related validity coefficients ranged from .77 to .89. No differences related to time were found. Maze growth was related to the reading performance level. Results of the performance study revealed that alternate form reliability coefficients were above .80 for both reading aloud and maze selection and were consistently stronger for reading aloud than those for maze selection. Reliabilities were similar across scoring procedures, but not time
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