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WRMTWoodcock Reading Mastery Test
WRMTWarrington Recognition Memory Test
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Woodcock Reading Mastery Test. The Woodcock Reading Mastery Test-Revised/Normative Update (WRMT; Woodcock, 1998) was also included to assess early literacy skills.
The Woodcock Reading Mastery Test (Woodcock, 1991) is a norm-referenced reading assessment commonly used in research studies.
Woodcock reading mastery tests. Circle Pines, MN: American Guidance Service.
Susan obtained her highest score ever on the statewide science assessment (62nd percentile) and made nearly 1 full year of progress on her reading skills (her Woodcock Reading Mastery Test Passage Comprehension score was 4.2 grade equivalent) when tested in the spring.
Word Identification Subtest of the Woodcock Reading Mastery Test, Revised, Form G (Woodcock, 1987; Word ID).
Task 9 was determined by the patient's capacity to copy the printed sentence, "The quick brown fox jumped over the lazy dog." Oral naming of printed stimuli (Task 10) was measured in four tests: Oral naming of printed and script letters, printed words, and printed nonsense syllables from the Woodcock Reading Mastery Tests, and oral naming of printed words on the Wide Range Achievement Test.
Based on these cut scores, students in the current study had to score either [less than or equal to] the 9th percentile on the letter identification subtest of the Woodcock Reading Mastery Tests Revised/Normative Update (WRMT-R/NU; Woodcock, 1987/1998) and/or [less than or equal to] the 16th percentile on the CTOPP Rapid Object Naming (RON) subtest.
Table 1 Participant Characteristics Student Age Gender Full Verbal WRMT * WID Gates-MacGinitie (yr-mo) scale IQ ** IQ Vocab Comp Eddie 7-8 M 104 121 80 1.2 1.4 Christie 8-2 F 103 104 74 1.5 1.4 Laurie 7-8 F 102 95 84 1.3 1.4 Mike 7-10 M 109 95 61 1.0 K Ricky 7-11 M 94 102 81 1.6 1.5 * Woodcock Reading Mastery Tests - Revised, Word Identification Subtest, standard score.
(1996) tested students on subtests of the Woodcock Reading Mastery Tests several times over the course of a multiyear study.
We assessed a relatively large cohort (n = 151) of at-risk children (the target group for progress monitoring) in the fall of first grade on the two early reading CBM measures and then again in the spring; at each time point, we administered criterion measures that directly involved reading (the Woodcock Reading Mastery Tests Word Identification and Word Attack subtests at both time points; the Comprehensive Reading Assessment Battery, which assesses passage reading fluency and comprehension, added in the spring).
The dimensions of technical adequacy investigated were (a) criterion validity with respect to a widely used, commercial, standardized test of reading comprehension, that is, the Passage Comprehension Test of the Woodcock Reading Mastery Tests, and (b) developmental growth rate.