The Effect of Practice and Instruction on the Word Comprehension Subtest of the Woodcock

Abstract

The Word Comprehension Test of the Woodcock Reading Mastery Test uses an analogies format to assess a pupil's knowledge of word meanings. Poor performance on the Word Comprehension test may be a function of confusion with the analogies format, as opposed to inadequate word identification skills or lack of word meanings. The effect of presenting 15 additional sample items prior to administration of the Word Com prehension subtest was examined using a Solomon-Four Group Design. Statistically significant increases in Word Comprehension standard scores were found for low performing seventh-grade pupils.