The Dependent Variable: Measurement Issues in Reading Research

Farr, Roger; Tuinman, J. Jaap

doi:10.2307/746992

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…More experimental and strong quasi-experimental designs were implemented in the 1980s than in the prior 65 years combined. Also around this time, GE and AE scores felt out of favor as researchers such as Farr and Tuinman (1972) pointed out that statistical tests of effects require scores with equal-interval scales and that any quantitative analysis of AE and GE scores is inappropriate and should not be published. These advancements in methodology allowed for greater precision in measuring effects and for more robust conclusions to be drawn about the relative effectiveness of different interventions.…”

Section: Resultsmentioning

confidence: 99%

A Century of Progress

Scammacca

Roberts

Cho

et al. 2016

Review of Educational Research

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The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of approaches to reading intervention. As shown in this systematic narrative review, much has changed over time in the conceptualization of reading interventions and the methods used to determine their efficacy in improving outcomes for struggling readers. Building on the knowledge gathered over the past 100 years, researchers and practitioners are well-poised to continue to make progress in developing and testing reading interventions over the next 100 years.

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Section: Resultsmentioning

confidence: 99%

A Century of Progress

Scammacca

Roberts

Cho

et al. 2016

Review of Educational Research

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“…Attempts to establish patterns of interactions among various perceptual processes have often relied on measures such as the Frostig Developmental Test of Visual Perception and Illinois Test of Psycholinguistic Abilities whose validity has been questioned (Weiner et al, 1967;Myers and Hammill, 1969;Ryckman and Wiegerink, 1969). The conclusions of Farr and Tuinman (1972) are relevant; they criticise the practice of establishing test validity by computing correlations with existing tests, possibly resulting in shared method variance rather than construct variance. The present research thus comprised the first stage in a multiple-step project designed to investigate the separate and collective contributions of various measures of conception and perception towards reading and arithmetic achievement.…”

Section: Introductionmentioning

confidence: 99%

Visual Perception: Stage One of a Long‐term Investigation Into Cognitive Components of Achievement

Meltzer

1982

Brit J of Edu Psychol

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Summary.— This study comprised the first stage in a long‐term investigation of various cognitive components of scholastic achievement. The research was prompted by the dearth of comprehensive perceptual measures for diagnostic usage. A set of 19 visual perceptual tasks was assembled for assessing three levels of perception within four sub‐skills, significantly extending the range of diagnostic assessment. These tasks were administered to 122 6‐ to 8‐year‐olds and results were item‐analysed. After 243 children had been tested on the new set, three visual factors were differentiated according to perceptual and conceptual complexity. Cognitive complexity emerged as a more important differentiation than the verbal/non‐verbal and meaningful/non‐meaningful distinctions. Finally, the association between these perceptual measures and reading and arithmetic was assessed.

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“…Previous studies had compared the performances of first-grade readers after an academic year's instruction by either of these methods. Emphasizing the differential results in the varying responses which compose reading behavior and which are measurable by different tests and sub-tests of reading achievement (Farr & Tuinman, 1972), these studies have shown that at the end of first grade the phonics method produces better results than the sight recognition method in phonics skills, word recognition, oral reading, and spelling (Bliesmer & Yarborough, 1965;Bond & Dykstra, 1967;Chall, 1967). Chall alone reports significant differences (disputed by the other two pairs of writers) in favor of the sight recognition method, on measures of meaning and rate of reading.…”

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confidence: 99%

The Effects of Different Types of Teaching Methods and Verbal Feedback on the Performance of Beginning Readers

Nelson

1974

Journal of Reading Behavior

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Abstract. Initial reading acquisition was taught to 64 kindergarten children for 11 weeks utilizing a two x two x four factorial design. The two antecedent conditions were the Lippincott (phonics -Ph) and Scott-Foresman (sight recognition -SR) Series. The two consequent conditions were positive verbal feedback following correct reading responses (R-N) and negative verbal feedback following incorrect reading responses (N-W). Four experimenter-teachers (ET) were used. Utilizing standardized tests of reading achievement, it was found that Ph produced a reading response of letter-sound combinations, whereas SR produced recognition of a limited number of words. There were no consistent differences for the variables of teacher, IQ, or sex.The initial focus of behavior modification as applied to school settings was to manipulate the type of consequences (e.g., teacher and/or peer attention, high-probability responses a la the Premack principle, tokens) contingent upon social behaviors that were judged as appropriate or inappropriate to classrooms (see O'Leary & O'Leary, 1972, for an overview of this area). This focus is currently widening along two dimensions: to include academic as well as social behaviors, and to modify both of these types of behavior by manipulating antecedent as well as consequent conditions (Nelson, 1973).The present study, including reading within the framework of operant psychology (Bloom, 1973;Goldiamond & Dyrud, 1966), simultaneously investi-*This article is a summary of the author's doctoral dissertation at the State University of New York at Stony Brook. The author is indebted: to her committee chairman, Alan O. Ross, for his assistance; to Sachem School District, for cooperation and subjects; to the Stony Brook students who participated in this investigation (Emily Davidson, Nancy Fenrick, Julie Heiman, Jerry Jed, Lynn Mofenson, Linda Nash, Linda Rudin Hay, Roger Shadlowsky, David Sheslow, May Tung, and Denise Whikehart); to the J. B. Lippincott Company for a discount; and to the Graduate School at Stony Brook for a grant-in-aid. Portions of this paper were presented at the Southeastern Psychological Association Annual Meeting, New Orleans, April, 1973. †Request reprints from the author, Department of Psychology, University of North Carolina, Greensboro, North Carolina 27412. 306Journal of Reading Behavior 1974 VI, 3 gated the effects of manipulations of both antecedent and consequent conditions on the reading behavior of beginning readers. The antecedent conditions selected were two published series which utilized different methods of teaching reading; the consequent conditions were two types of verbal feedback from the reading instructors.Although the current study did compare two reading series, the Lippincott Basic Reading Program (1969) and the Scott-Foresman Basic Reading Program (1965) which respectively are examples of the phonics and sight recognition methods of teaching reading, this comparison was not made to add fuel to the "which is the best method" argument (Aukerman, 1971)...

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The Dependent Variable: Measurement Issues in Reading Research

Cited by 6 publications

References 6 publications

A Century of Progress

A Century of Progress

Visual Perception: Stage One of a Long‐term Investigation Into Cognitive Components of Achievement

The Effects of Different Types of Teaching Methods and Verbal Feedback on the Performance of Beginning Readers

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