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Psychometric properties of a silent word reading test (LEO-1-min)


Goikoetxea, Edurne; Van Bon, Wim; Fraga, Gorka; Martínez, Naroa (2019). Psychometric properties of a silent word reading test (LEO-1-min). Electronic Journal of Research in Educational Psychology, 17(2):411-436.

Abstract

Introduction: Teachers and researchers often need to evaluate word decoding skill in group-wise and in a short time. The LEO-1-min test is created to measure word reading through a lexical decision procedure where the examinee identifies pseudowords in a list of frequent words.
Objective: To examine the reliability and validity of LEO-1-min, a silent word reading test, suitable for quick assess of reading abilities in a wide age range of students.
Method: Participants were 284 children from 1st to 6th grade of a subsidized Primary School. We created four alternate forms of the LEO-1-min, each with 180 stimuli (132 words and 48 pseudowords).
Results: The results show an adequate parallel forms reliability of the scores (range rs = from 0.57 to 0.81). High correlations were found between the scores on the LEO-1-min and the scores on a standardized reading aloud test. The discriminant analysis of the scores on the LEO–1-min shows a high level of success in predicting the oral word decoding performance.
Discussion and Conclusion: LEO-1-min reliability is acceptable to good. Lexical decision in LEO-1-min and oral reading are highly correlated, which support using lexical decision as a groupwise test to screen for poor word readers. Form A of the test and provisional scales are presented for each primary grade.

Abstract

Introduction: Teachers and researchers often need to evaluate word decoding skill in group-wise and in a short time. The LEO-1-min test is created to measure word reading through a lexical decision procedure where the examinee identifies pseudowords in a list of frequent words.
Objective: To examine the reliability and validity of LEO-1-min, a silent word reading test, suitable for quick assess of reading abilities in a wide age range of students.
Method: Participants were 284 children from 1st to 6th grade of a subsidized Primary School. We created four alternate forms of the LEO-1-min, each with 180 stimuli (132 words and 48 pseudowords).
Results: The results show an adequate parallel forms reliability of the scores (range rs = from 0.57 to 0.81). High correlations were found between the scores on the LEO-1-min and the scores on a standardized reading aloud test. The discriminant analysis of the scores on the LEO–1-min shows a high level of success in predicting the oral word decoding performance.
Discussion and Conclusion: LEO-1-min reliability is acceptable to good. Lexical decision in LEO-1-min and oral reading are highly correlated, which support using lexical decision as a groupwise test to screen for poor word readers. Form A of the test and provisional scales are presented for each primary grade.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:04 Faculty of Medicine > Psychiatric University Hospital Zurich > Department of Child and Adolescent Psychiatry
Dewey Decimal Classification:610 Medicine & health
Scopus Subject Areas:Social Sciences & Humanities > Education
Social Sciences & Humanities > Developmental and Educational Psychology
Uncontrolled Keywords:Word decoding, reading development, reading test, pencil-and-paper test, lexical decision task
Language:English
Date:1 September 2019
Deposited On:12 Feb 2020 13:07
Last Modified:26 Apr 2020 14:13
Publisher:University of Almeria
ISSN:1696-2095
OA Status:Green
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.25115/ejrep.v17i48.2181

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