The Relationship Between the Gray Oral Reading Test, Fifth Edition (GORT-5) and Woodcock Johnson Test of Achievement, Fourth Edition (WJ IV ACH) for Referred Children

Most children will learn to read when provided early literacy opportunities and reading instruction in early elementary school. However, approximately 20 percent of children will struggle to read and necessitate supplemental reading intervention. A smaller subset of struggling readers, moreover, will require sustained, intensive reading intervention, as well as accommodations provided through special education. Although universal screeners and progress monitoring instruments can be useful in guiding instructional strategies and gauging a student’s response to an evidenced-based reading intervention, norm-referenced screening tools can additionally be beneficial in identifying struggling readers who likely have specific learning disabilities. The purpose of the present study was to determine the utility of the GORT-5 as a screening instrument for reading disabilities, as well as its relationship with the WJ IV ACH. In a naturalistic sample of 41 referred participants, findings indicate the GORT-5 Oral Reading Index (ORI) score positively correlates with the WJ IV ACH. The areas of comprehension from both the GORT-5 and the WJ IV ACH correlated well with each other but not with the other areas of reading. Also, the majority of students identified as at-risk on the GORT-5 were also indicated to be at-risk on the WJ IV ACH. Overall, the GORT-5 was shown to be an accurate screener in the area of reading

Reading Comprehension Assessment: A Comparison Of Academic And Clinical Measures

The Measures of Academic Progress (MAP) test is a computer-based academic assessment of reading comprehension that is used by school districts nationwide. The MAP has established reliability, but its validity is not widely available. The purpose of this study was to seek validity for the MAP by comparing it to the Gray Oral Reading Test--5th edition (GORT-5), a frequently used and valid clinical test of reading comprehension. Participants included twenty-eight fourth grade students ranging from 9;7 to 10;8 years of age, with a mean of 10;2. Each participant completed the GORT-5 and MAP test. The GORT-5 and MAP each yield two reading scores: one that exclusively measures reading comprehension and another that offers an overall score of reading ability, which considers skills such as vocabulary, phonological awareness, reading speed, etc. Results indicated a fair-to-moderate correlation (r=.39) between comprehension scores, and a strong correlation (r=.65) between overall scores of reading. Several theories are discussed as to why the comprehension scores were not strongly correlated

An Analysis of Rx for Discovery Reading for Elementary Students Below Grade Level in Reading

Abstract Rx for Discovery Reading® is an intervention developed by the National Institute for Learning Development to impact the reading abilities of students below grade level in reading. For this study, the areas of phonological processing, decoding, and fluency were investigated using pre- and post-test scores from the KTEA-II, GORT, and DIBELS. The problem studied was whether Rx for Discovery Reading® would raise the mean standard scores in these three areas. Using a small-group format, twenty-nine students were involved in the intervention for fifty forty-five minute sessions over one school year. Eight NILD educational therapists in a variety of geographical areas implemented the intervention. At the conclusion of the field test, the data were examined, discovering that the students had significantly higher post-test standard scores compared to the pre-test standard scores. These results demonstrate that this intervention may contribute greatly in enabling students become more proficient readers, overcoming a reading deficit