Volume 11, Issue 3 (1982)
A Critical Analysis of Standardized Reading Tests
James E. Ysseldyke, Douglas Marston
ABSTRACT:The use of standardized tests of reading for purposes of decision making has been problematic for the school psychologist. When selecting such devices the examiner must ask and answer several questions. What reading skills do I wish to assess? What kinds of reading scores do I want to report? Do I need a group or individually administered test? How do I judge if the test is technically adequate? What kind of decision about reading am I trying to make? The analysis of standardized tests of reading presented here discusses how the school psychologist should go about test selection given the context of these questions.
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