Relevant bibliographies by topics / Test of Word Reading Efficiency (TOWRE)

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Academic literature on the topic 'Test of Word Reading Efficiency (TOWRE)'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Test of Word Reading Efficiency (TOWRE)"

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Marinus, Eva, Saskia Kohnen, and Genevieve McArthur. "Australian comparison data for the Test of Word Reading Efficiency (TOWRE)." Australian Journal of Learning Difficulties 18, no. 2 (2013): 199–212. http://dx.doi.org/10.1080/19404158.2013.852981.

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Knight, Bruce Allen, and Susan A. Galletly. "The Test of Word Reading Efficiency (TOWRE) used in an Australian context." Australian Journal of Learning Disabilities 11, no. 3 (2006): 139–45. http://dx.doi.org/10.1080/19404150609546817.

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Winn, Tiffany, Julia Miller, and Willem van Steenbrugge. "The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties." Australian Journal of Teacher Education 45, no. 12 (2019): 1–23. http://dx.doi.org/10.14221/ajte.202v45n12.1.

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Abstract: This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using Reading Doctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed seven times over a period of 32 weeks, allowing the research to be completed in the school-allocated time frame. Significant improvements were found on all three measures of phonological/phonemic awareness and word-reading efficiency. These improvements were maintained when assessed three months later, during which time the software program was not used.
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Tarar, Jessica M., Elizabeth B. Meisinger, and Rachel H. Dickens. "Test Review: Test of Word Reading Efficiency–Second Edition (TOWRE-2) by Torgesen, J. K., Wagner, R. K., & Rashotte, C. A." Canadian Journal of School Psychology 30, no. 4 (2015): 320–26. http://dx.doi.org/10.1177/0829573515594334.

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McKenna, Michael C., Sharon Walpole, and Bong Gee Jang. "Validation of the Informal Decoding Inventory." Assessment for Effective Intervention 42, no. 2 (2016): 110–18. http://dx.doi.org/10.1177/1534508416640747.

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This study investigated the reliability and validity of Part 1 of the Informal Decoding Inventory (IDI), a free diagnostic assessment used to plan Tier 2 intervention for first graders with decoding deficits. Part 1 addresses single-syllable words and consists of five subtests that progress in difficulty and that contain real word and pseudoword components. The IDI was administered to a sample of 94 first graders who attended three high-poverty schools in a rural district located in a South Atlantic state. The Test of Word Recognition Efficiency–Second Edition (TOWRE-2) was given in the same session. Internal consistency (Cronbach’s α) exceeded .70 for the total scores and all but one subtest. Total scores for real words and pseudowords correlated highly with TOWRE-2 subtests. Confirmatory factor analysis substantiated the five-factor structure of the IDI, and mean comparisons affirmed the order of the subtests in all cases but one. Overall, this preliminary study affirmed the reliability and validity of the IDI. Limitations and directions for future research are discussed.
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Petscher, Yaacov, and Young-Suk Kim. "Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters." Assessment for Effective Intervention 37, no. 1 (2011): 17–25. http://dx.doi.org/10.1177/1534508411407761.

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Letter-name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10, 15, and 20 easiest letters, with all 26 letters by using receiver operating characteristic (ROC) curves and indices of sensitivity, specificity, positive predictive power, and negative predictive power. Results demonstrated that a hierarchical scale existed among items in the letter-name knowledge test. In addition, assessing students on the easiest 15 letters was not statistically distinguished from all 26 letters in diagnostic accuracy. The implications of the results for the use of a Mokken scale analysis in educational research are discussed.
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Ijalba, Elizabeth, Alicia Bustos, and Sayume Romero. "Phonological–Orthographic Deficits in Developmental Dyslexia in Three Spanish–English Bilingual Students." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1133–51. http://dx.doi.org/10.1044/2020_ajslp-19-00175.

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Introduction The purpose of this study is to present three case studies of developmental dyslexia in dual-language learners (DLLs) and our assessment process. We identify how phonological and orthographic deficits influence reading outcomes. We review the literature on theoretical models of bilingualism and reading models of developmental dyslexia to guide the assessment process through a multicomponential approach. We point out differences in the manifestation of dyslexia in more and less transparent writing systems. We suggest that reading instruction in Spanish can afford benefits to English–Spanish DLLs with developmental dyslexia. Method The study included three participants, two in fifth grade (10.3–11.7 years) and one in college (18.7 years). The assessment battery included reading nonwords and sight words (Test of Word Reading Efficiency); reading accuracy, fluency, and comprehension (Gray Oral Reading Tests–Fourth Edition); phonological awareness subtests (Comprehensive Test of Phonological Processing); and rapid automatized naming tests. A language and reading history interview was elicited from the mothers. In addition, we analyzed the participants' phonemic and word errors in reading. Results Our three participants showed core phonological deficits, with decreased performance in decoding nonwords and low accuracy in reading aloud. In spite of their reading and writing deficits, reading comprehension was within average levels for the three participants in this study. Conclusions We show the importance of assessing reading processes in students with a history of reading and writing problems. Our findings are based on three single case studies and are not generalizable. Our aim is to stimulate questions and research on dyslexia and the particular needs of DLLs.
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Walker, Marianna M., Jennifer B. Shinn, Jerry L. Cranford, Gregg D. Givens, and Don Holbert. "Auditory Temporal Processing Performance of Young Adults With Reading Disorders." Journal of Speech, Language, and Hearing Research 45, no. 3 (2002): 598–605. http://dx.doi.org/10.1044/1092-4388(2002/048).

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The present study investigated the temporal processing abilities of college students with diagnosed reading disorders. A behavioral test battery was used that involved discrimination of the pattern of presentation of tone triads in which individual components differed in either frequency or duration. An additional test involving measurement of frequency difference limens for long- and short-duration tones was also administered. The college students with reading disorders exhibited significantly higher error rates in discriminating duration patterns than the normal reading group. No group differences were found for the frequency pattern discrimination task. Both groups exhibited larger frequency difference limens with the shorter 20- and 50-ms tones than with the 200-ms tones. Significant correlations were found between reading ability measures and temporal processing abilities, specifically in word recognition and duration pattern processing, suggesting a relationship between lower level auditory temporal processing skills and decoding efficiency.
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Beauvais, Lucie, Houria Bouchafa, Caroline Beauvais, Nina Kleinsz, Annie Magnan, and Jean Ecalle. "Tinfolec: A New French Web-Based Test for Reading Assessment in Primary School." Canadian Journal of School Psychology 33, no. 3 (2018): 227–41. http://dx.doi.org/10.1177/0829573518771130.

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The goal of the experiment was to examine the relevance of a new French web-based assessment, Tinfolec (Test INFOrmatisé d’évaluation de la LECture), the aim of which is to evaluate the reading abilities of children in primary grades. The participants were 1,016 children from Grades 2 to 5. They completed the five tasks of Tinfolec designed to assess the efficiency of the two procedures used to identify written words (the nonlexical route and the lexical orthographic route). We tested the reliability and validity of the new tool in a subsection of this sample. Correlational analyses provided evidence of the reliability and validity of Tinfolec. The results are consistent with the conventionally observed effect of lexical factors (length, consistency, and frequency) on written word processing. The results confirm the relevance of the proposed tasks. The study produced promising results and would allow practitioners to perform online assessments of reading skills.
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Wu, Liqin, and Cuihua Xi. "Eye Tracking Technology in Detecting the Switch Cost in the Intra-sentential Code-Switching Contexts." International Journal of Emerging Technologies in Learning (iJET) 13, no. 05 (2018): 117. http://dx.doi.org/10.3991/ijet.v13i05.8109.

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Switch cost and cost site have been controversial issues in the code-switching studies. This research conducted an eye tracking experiment on eight bilingual subjects to measure their switch cost and cost site in comprehending the intra-sentential code-switching (Chinese and English) and the unilingual (pure Chinese) stimuli. The English words and their Chinese translations or equivalents were assumed as the key words in either a unilingual or an intra-sentential code-switching paragraph. These key words were located as areas of interest (AOI) with the same height and consisted of three word-frequency levels. After the experiment, the subjects were required to do a comprehension test to ensure their real understanding of the English words. Their performances in two different reading contexts were compared by adopting a paired sample t-test. Their eye movement data were validated by using 2 x 3 repeated measures ANOVA. It was revealed that: 1) the subjects’ scores in the intra-sentential code-switching contexts were higher than those in the unilingual ones, i.e. reading efficiency increased in the intra-sentential code-switching contexts; 2) word frequency had little effect on word recognition speed in the intra-sentential code-switching contexts, i.e., the least frequently used words did not necessarily take the subjects’ more time or vice versa; 3) even if a switch cost occurred(on rare occasions), it was not necessarily at the switching site, and low frequency words in alternating languages did impair performance even when the switch occurred at a sentence boundary.
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