Measuring adult literacy students' reading skills using the Gray Oral Reading Test

Daphne Greenberg, Hye Kyeong Pae, Robin D. Morris, Mary Beth Calhoon, Alice O. Nanda

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

Abstract

There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests-Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered.

Original languageEnglish (US)
Pages (from-to)133-149
Number of pages17
JournalAnnals of Dyslexia
Volume59
Issue number2
DOIs
StatePublished - Dec 2009

Keywords

  • Adult literacy assessment
  • GORT
  • Test result interpretation

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

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