The author contends that erroneous conclusions regarding relative strengths and weaknesses may result from comparing scores on the Woodcock Reading Mastery Tests. Occasionally, differences in test scores seem to indicated that a student performs much better in one reading area than in another when, in reality, the differences may not be statistically significant. The author presents a table in which statistically significant differences between Woodcock test standard scores are identified. Use of the table enables the clinician to more precisely determine intra-individual strengths and weaknesses.
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References
1.
Salvia, J. and Ysseldyke, J.E.Assessment in special and remedial education (2nd ed.). Boston: Houghton Mifflin , 1981.
2.
Woodcock, R.W.Woodcock Reading Mastery Tests manual, Circle Pines, Minnesota : American Guidance Service, 1973 .
3.
Ysseldyke, J. and Sabatino, D.Identification of statistically significant difference between scaled scores and psycholinguistic ages on the IT-PA. Psychology in the Schools, 1972, 9, 309-313.
