Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - The development of reading tests for use in a regularly spelled language.
AU - Alcock, Katie J.
AU - Nokes, K.
AU - Ngowi, F.
AU - Musabi, C.
AU - McGregor, S.
AU - Mbise, A.
AU - Mandali, R.
AU - Bundy, D.
AU - Baddeley, A.
N1 - http://journals.cambridge.org/action/displayJournal?jid=UHY The final, definitive version of this article has been published in the Journal, Applied Psycholinguistics, 21 (4), pp 525-555 2000, © 2000 Cambridge University Press.
PY - 2000/12
Y1 - 2000/12
N2 - Data are presented on the development of tests of reading skill in rural Tanzanian primary school pupils. Instruction in these schools is in Kiswahili, a regularly spelt language. Using a translation of a standard reading test, children could read aloud all words once they had learnt sound-letter correspondences, regardless of comprehension. In addition, children can appear to pass traditional comprehension tasks by decoding only some of the words. Three graded tests were developed which allow testing of children who either have only some letter knowledge, can read single words, or are proficient readers. The tests require children to both decode and understand the reading material in order to achieve high scores. The tests correlated well with scores on other educational achievement tests, and showed age and school grade differences. It is suggested that these tests are useful measures of reading development in a regularly spelt language. Adaptation to English and validation against standardised instruments is planned.
AB - Data are presented on the development of tests of reading skill in rural Tanzanian primary school pupils. Instruction in these schools is in Kiswahili, a regularly spelt language. Using a translation of a standard reading test, children could read aloud all words once they had learnt sound-letter correspondences, regardless of comprehension. In addition, children can appear to pass traditional comprehension tasks by decoding only some of the words. Three graded tests were developed which allow testing of children who either have only some letter knowledge, can read single words, or are proficient readers. The tests require children to both decode and understand the reading material in order to achieve high scores. The tests correlated well with scores on other educational achievement tests, and showed age and school grade differences. It is suggested that these tests are useful measures of reading development in a regularly spelt language. Adaptation to English and validation against standardised instruments is planned.
KW - Reading Tests Language Children words comprehension Reading Development Development Rural SCHOOLS Testing Educational achievement
M3 - Journal article
VL - 21
SP - 525
EP - 555
JO - Applied Psycholinguistics
JF - Applied Psycholinguistics
SN - 1469-1817
IS - 4
ER -