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The development of reading tests for use in a regularly spelled language.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

The development of reading tests for use in a regularly spelled language. / Alcock, Katie J.; Nokes, K.; Ngowi, F. et al.
In: Applied Psycholinguistics, Vol. 21, No. 4, 12.2000, p. 525-555.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Alcock, KJ, Nokes, K, Ngowi, F, Musabi, C, McGregor, S, Mbise, A, Mandali, R, Bundy, D & Baddeley, A 2000, 'The development of reading tests for use in a regularly spelled language.', Applied Psycholinguistics, vol. 21, no. 4, pp. 525-555. <http://journals.cambridge.org/action/displayJournal?jid=APS>

APA

Alcock, K. J., Nokes, K., Ngowi, F., Musabi, C., McGregor, S., Mbise, A., Mandali, R., Bundy, D., & Baddeley, A. (2000). The development of reading tests for use in a regularly spelled language. Applied Psycholinguistics, 21(4), 525-555. http://journals.cambridge.org/action/displayJournal?jid=APS

Vancouver

Alcock KJ, Nokes K, Ngowi F, Musabi C, McGregor S, Mbise A et al. The development of reading tests for use in a regularly spelled language. Applied Psycholinguistics. 2000 Dec;21(4):525-555.

Author

Alcock, Katie J. ; Nokes, K. ; Ngowi, F. et al. / The development of reading tests for use in a regularly spelled language. In: Applied Psycholinguistics. 2000 ; Vol. 21, No. 4. pp. 525-555.

Bibtex

@article{f093dbd067104ed1830bef31b97149b0,
title = "The development of reading tests for use in a regularly spelled language.",
abstract = "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.",
keywords = "Reading Tests Language Children words comprehension Reading Development Development Rural SCHOOLS Testing Educational achievement",
author = "Alcock, {Katie J.} and K. Nokes and F. Ngowi and C. Musabi and S. McGregor and A. Mbise and R. Mandali and D. Bundy and A. Baddeley",
note = "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, {\textcopyright} 2000 Cambridge University Press.",
year = "2000",
month = dec,
language = "English",
volume = "21",
pages = "525--555",
journal = "Applied Psycholinguistics",
issn = "1469-1817",
publisher = "Cambridge University Press",
number = "4",

}

RIS

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 -