Wechsler Individual Achievement Test–Third Edition Oral Language and Reading Measures Effects on Reading Comprehension in a Referred Sample

Parkin, Jason R.

doi:10.1177/0734282916677500

Cited by 6 publications

(7 citation statements)

References 48 publications

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“…Our sample included students in Grades 3–12 from a suburban school district in the Pacific Northwest ( n = 355). Portions of this sample were analyzed previously (Parkin, 2018; Parkin, 2019). Table 1 delineates sample demographics, including grade, race/ethnicity, first language, evaluation type, eligibility categories, and special education service areas.…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…A few independent analyses investigated interrelationships between WIAT‐III reading, writing, and oral language measures (Parkin et al, 2020; Parkin, 2018). Parkin (2018) described the mediation effects reading skills demonstrated on oral language when explaining reading comprehension performance. Parkin et al (2020) demonstrated invariance between the WIAT‐III normative group and a special education sample on WIAT‐III writing measures, and transcription skills' mediation of oral language effects on composition.…”

Section: Introductionmentioning

confidence: 99%

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Confirmatory factor analysis of the WIAT‐III in a referral sample

Parkin

Wang

2020

Psychology in the Schools

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The Wechsler individual achievement test, third edition (WIAT‐III) is a popular individually administered achievement battery. Despite its ubiquity in assessment practice, scant research into its structure exists. We analyzed the structure of the WIAT‐III in a sample of students in Grades 3–12 referred for special education evaluations (n = 355). Using confirmatory factor analysis, we evaluated the fit of the factor structure assumed by the composite scores provided by the test publisher. We then compared that model to alternative first‐order, second‐order and bifactor models in an exploratory fashion. Results demonstrated that the publisher implied model does not capture the structure of the WIAT‐III. Instead subtests appear related to each other based on both their domain of academic performance and in other shared abilities. Implications for practice are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Confirmatory factor analysis of the WIAT‐III in a referral sample

Parkin

Wang

2020

Psychology in the Schools

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“…There are a variety of evidence-based measures that have been proven to determine reading comprehension performance of students with intellectual disabilities. In addition to evidence-based measures, the level of oral language in students with intellectual disabilities has been aligned with the reading performances of students with intellectual disabilities (Parkin, 2016;Ricketts, Jones, Happe, & Charman, 2013). Therefore, educators using evidence-based curriculum reading measures and examining oral language levels will assist with finding out the reading comprehension performances of students with intellectual disabilities.…”

Section: Literature Reviewmentioning

confidence: 99%

“…One recommendation is to replicate this study to increase external validity. An additional recommendation is to determine the effects of a metacognitive reading strategy while reading on the ERC skills of kindergarten students with intellectual disabilities based on oral language levels (Parkin, 2016;Ricketts et al, 2013). This recommendation may be essential to determine whether the metacognitive reading strategy used in this study has the same impact on kindergarten students with intellectual disabilities with different levels of oral language levels.…”

Section: Onward: Further Proposed Researchmentioning

confidence: 99%

Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

Cox-Magno

Ross

Dimino

et al. 2018

JERAP

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This article ventures to address the gap in special education practices by providing a metacognitive reading strategy to support the emerging reading comprehension skills of kindergarten students with intellectual disabilities. Historically, students with intellectual disabilities have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with intellectual disabilities. Guided by Piaget’s and Vygotsky’s constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of kindergarten students with intellectual disabilities. A single-participant, multiple baseline design with graphical visual analysis was used across four kindergarten students with intellectual disabilities to illustrate the influence of the reading intervention. All four kindergarten students showed increases in their ERC skills after the completion of the intervention. An effect-size statistic was calculated to measure the improvement in percentage rate of correct responses between each participant’s baseline and intervention phase. The effect-size results indicated a 60% to 80% improvement rate difference. Therefore, for these kindergartners, the metacognitive reading strategy significantly increased the ERC skills of the participants. The implications for social change include providing teachers with effective metacognitive instructional strategies for ERC skills and for improving ERC skills among students with intellectual disabilities, thus allowing intellectual disability students greater opportunity to benefit from curriculum and instruction over time.

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