The Effects of Individualized Programs of Physical Education on Normal Children Who Have Reading Difficulties Page: 54
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54
other hand,he observed that the vocabulary words, taken from
the context of the paragraphs, were limited. Therefore it
would appear reasonable that the test makers may have
lengthened the paragraphs in order to incorporate a. more
varied vocabulary. As was observed previously, percentile
scores for this test supplement the older norms of reading
age and reading grade level.
The continued use of reading achievement tests as a
measure of a child's ability to make meaningful interpreta-
tions from written symbols would seem to indicate a rather
widespread confidence in their efficacy. However, questions
concerning the degree of relationship between the child's
responses on the tests and his efficiency in the day-to-day
process have been asked. One rather persistent question
appears in the reviews concerning the nature of the informa-
tion comprising the paragraphs and the amount of prior
experience the child has had with the content of the material
(1). Test makers attempt to control "this factor by sampling
a variety of fields (30). Another problem surrounds the
interaction of speed and powers some tests measure only
power, for example the S.R.A. Achievement Series; Reading
Test cited previously; whereas others measure these separately,
exemplified in the Gates Basic Reading Test. The problem is
exemplified in reviews of two of the tests. Robinson (61)
observed that the manual for the Stanford Achievement Test
states that the tests are not speed tests, yet also states
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Williams, Sebron Belton, 1925-. The Effects of Individualized Programs of Physical Education on Normal Children Who Have Reading Difficulties, dissertation, May 1968; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc164284/m1/62/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .