Evans, L. D., Tanehill, R., & Martin, S. (1995). Children’s reading skills: A comparison of traditional and computerized assessment . Behavior Research Methods, Instruments, & Computers , 27 (2), 162–165. https://doi.org/10.3758/BF03204723

Journal Article

Evans, L. D., Tanehill, R., & Martin, S. (1995). Children’s reading skills: A comparison of traditional and computerized assessment. Behavior Research Methods, Instruments, & Computers, 27(2), 162–165. https://doi.org/10.3758/BF03204723

Tags

Electronic administration; Electronic administration; Electronic administration; Elementary; High school; K-12; Learning disabilities; Middle school; Multiple ages; Reading; U.S. context

Summary

Accommodation

Participants completed one form of the reading tests through the traditional administration method and a second form using computer administration.

Participants

Fifty-one students aged 5 to 16 years, referred for psychoeducational assessment, participated. Students with known reading problems or disorders were included in the sample.

Dependent Variable

Two subtest from the Woodcock-Johnson Psychoeducational Battery-Revised Tests of Achievement (WJ-R) were used as the dependent variable: The Letter-Word Identification Test and the Word Attack Test. Both subtests assess reading.

Findings

Coefficients of equivalence of 0.91 and 0.86 were found for the traditional and computer-administered methods of the two tests, suggesting that computer-administered reading tests assess the same domains as traditional measures.