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ED 193 296 TM BOO 611

AUTHOR Avant, Glen R.: O'Brien, Michael L.TITLE Developing, Field Testing and Calibrating a Word

Analysis skill inventory.PUB CATS Mar BONOTE 46p.: Paper presented at the Annual Heating of the

Eastern Educational Research Association (Norfolk,VA, March ss, 1980).

EDFS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Computer Programs: *Diagnostic Tests: Elementary

Secondary Education: Field Tests: Goodness of Fit:Item Analysis: *Latent Trait Theory: ReadingDiagnosis: Beading Skills: *Test construction: TestValidity: *Word Recognition: *Word Study Skulls

IDENTIFIERS *Emory Word Analysis skill Inventory: *Rasch Model

ABSTRACTThe Pasch Model was used to define the word analysis

skill variable and to develop, field test, and calibrate acorresponding test for grades 2-12: the Emory Word Analysis SkillInventory (EWASII. Word analysis objectives focusing on content andhierarchical levels of difficulty were identified and fieLd testedwith 78 students, grades 2-12, enrolled in a clinical readingprcgram. The original 431 items in 22 subscales were then calibratedto parallel forms A and B. Each fors contained 137 items in 13sabscales and three subgroups labelled: consonants, vowels, and word'structure: 134 items clearly fit the test. Each torm,has the same

em difficulty, width, and precision. (n)\

6

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* from the original document. ************************************************************************

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Developing, Field Testing And Calibrating A

Word Analysis Skill Inventory

Glen R. Avant

Emory University

Ittchael L. O'Brien

The University Of Chicago

"PERMISSION TO REPRODUCE THISIMATERIAL HAS BEEN GRANTED BY

a. Avivwt

I

TO THE EDUCATIONAL RESOURCESINFOIMATION CENTER MAPCO "

.

Paper presented at the Annual Meeting of the Eastern Educational

Research Association; Norfolk, Virginia, March 5-8, 1980

4,,

e

A I

ABSTRACT011

Developing, field testing and calibrating a measure of

word analysis skill was the central concern of the present study.

Using the logistic Rasch model for mental tests, the investi-

gators calibrated a carefully developed 431-item diagnostic

inventory of word analysis skill field tested on 78 students

ages 6 to 19. The analysis indicated a well-defined word analysis

variable, consisting of 247 items across 13 objective-referenced

subscales, and three contant subgroups labelled "Consonants."

"Vowels," and "Word Structure." Parallel forms .A and B, each

containing 137 items, were calibrated and constitute the, Emory

Word Analysis Skill Inventory (EWASI), Forms A and B.

eJ

s

STATEMENT 9F THE PROBLEM

For several years, students and faculty alike, in the Read -

frig Program of the Division,

of Educational Studies, Emory Univer-

sity, have been involved in the development of an Inventory of

Word Analysis Skill. The inventorwould provide a useful.diag-

nostic instrument for teachers who have neither time nor exper4

tise to construct their own test. The Inventory should aid themr

in analyzing student performance in t\erms of specific objectives

of knowledge, understanding, and skin of word analysis task's.

initial steps in building a useful test to suit the purp6ses of

the Emory Reading Center have taken place. These strips include

(1) the decision to build a measure which would ai'sess the mastery

of skills and knowledge of students who are ildstructed in the

Center, (2) an analysis of the curricula :of surrounding school

systems, (3) the formation of broad behavioral objectives for

the students in the Center, '(4) the writing of a number of items

by graduate students, and (5) the sequencing of the items.accor-

ding to experts in the field of content, i.e. 14 teachers of

reading in the Metropolitan Atlanta area and two professors of

Reading at Emcky University.I

Since word analysis skill is a complex variable delineating

a wide range 4if characteristic trais, the Inventory sampled numer-

ous items acrlass the range of possible content skills. A central' i

problem of the present research was to define the "word analysis

skill" variable by mapping its structure. Subsequent to solving

the measurement problem, the Emory Word Analysis Skill Inventory

would have!great clinical importance in diagnosing individual

reading problems.

I

. . I . I

/ -2-

/IDeveloping, field testing, calibrating and implyenting the

Inventory suggest far reaching importance to both thf Emory Univer-

sity Reading Center and to any instructional progra4 interested

in measuring and diagnosing word analysis skill.

THEORETICAL CONCERNS

In order to develop a test that measures a variable, like

word analysis skill, care must be taken to assure' that all reason-;

able traits along the variable are measured, and that the measure-.

ment instrument is sufficiently wide to measure the population

for which it was calibrated. For example, if one were interested

in measuring a football field, a bent twig would hardly be the

appropriate measurement instrument! In terms of word analysis

skill, the central task was to define the domain or universe of

traits delineating the variable and to test their validity or

"fit" to the family of word analysis skill items. Until such

items are calibrated, a valid person measurement would be impos-

sible. The word analysis skill variable graphically would look

somethinglike this:

easy xitems

t

hard

d'r 4 dtitems

3 4 5

Some items (di) are easier and some are harder-because the,0

complexity of skill required by some items are more difficult than

others. Consider the difference between two likely candidates:

1)"cat"; 2)"anatomical." In turn, it is commonly held that people

also vary in their ability or "mastery" of word analysis skill.

I. p

e

This domain could be illustrated by:

lowability

bbbbb11 le SI 41 51 high

ability

-3-

Some people (bn) are low in word analysis skill and some are

high. John has trouble with "thin" while Mary can read "philanthro-

pist." In essence, both word analysis skill items and person

ability or mastery of word analySis skill have their own distri-

bution in abstraction. There does, however, appear to be an

ordering, or "latent structure" to these abstract variables. The

concern in calibrating items and measuring persons'is to repre-

sent the relationship of items and persons and to map the dynamics

a the marriage:

low abilityb

b2

easy items di

b

d

Assume: b1= June's word analysis skill

b2= Jack's word analysis skill

b3 = Jill's word analysis skill

and d = "cat"

d2= "earthquake"

d3= "anatomical"

high ability

I3

hard items

When June (b1) is asked to read "cat" (d1), she should get it

right, since she is more able than the item is.hard. She would have

a probability of success which exceeds 50%. However, June would

be very vnikely to read "anatomical" or even "earthquake," since

fi

-4-

she is less able than the items require. In this case, her prob-

able success is less than 50%. The "critical point," the point

at which a person's ability or \trord analysis skill equals the item

difficulty {when bn=di) would indicate a 50% chance of success onO

the item. An example of this, can be seen with Jill (b3) responding

to "earthquake." In this case, Jill is just as likely as not 1

to read "earthquake" correctly, since the item is centered on her\

word analysis skill. Notice the independence of the interpretation.

Once representative persons (i.e. those who have characteristics

typical of the population beibg measured) are given representative

items of the variable oeing investigated, such persons and items

can be removed from further considerations of the test and "norm

group." This principle of sample free measurement and test free

item calibration is the essence of Rasch measurement models as

described by Wright (1977) and Wright and Stone (1979). The present

paper illustrates a fascinating application of the Rasch model

for mental tests.

PROCEDURE,. RESULTS

Development

In order to define the domain or universe of items that de--.

lineate the word analysis skill variable, objectives were written

for each of 22 general areas or subscales. in Appendix A, the

original Inventory is piesented with corresponding objectives for

each subscale. The objectives, which focus'on content and hierar-

chical levels of diffi ty, were identified by reading teachers,

University professors, and graduate students. Also, other well

-5-

known inventories and authorities in the field were consulted

(Triggs, 1979; Rosewell & Chall, 1978; Miller, 1974; Potter &

Rae, 1973). In addition, content validity was affirmed by the

Director, the Coordinator of Services, and the Test Administrator

of the Emory University Reading Center.',, The test was designed

so that a minimum of five items measured each objective (Noll,

Scannell, & Craig, 1979).

Field Testing

Seventy-eight students enrolled in the Emory University

Reading Center were given the original form of the Inventory. The,

sample represented all students enrolled in the clinical regling

program during the past year (December, 1978 to December, 1979).

The demographic breakdown for grade and age is given below. There

were 57 boys and 21 girls.

Grade Age f cf

2-4 8-9 24 78

4-6 10-11 14 54

6-8 12-13 16 40aJ

8-10 14-15 15 24

10-12 16-17 08 09

12 18-19 01 '01

The students were enrolled in an individualized tutorial reading

program initiated by parents. The subjects were referred to the

program because of various reading disabilities, i.e. they had

serious discrepancies between their reading ability and their

reading achievement. No control over demographic characteristics

-6-

was therefore possible. The children were, however, represents-

, tive of the clientele served by the clinical reading program over

the course of 'one year.

The test was individually administered by teachers who had

been given special instructions for the administration of the

Inventory, such as: 1) record the child's &ncorrect response

noting the nature of the mistake; 2). do not correct or show

obvious approval of- the child's responses; .10 provide ddequate

time for the test administratjon- do not speed responses. Each

item was scored dichotomously (right =l, wrong=0) and a summative

raw score Vts tabulated for the entire 431-item original Inventory.

Item Calibration and Measurement of Persons

Analyzing a test with the length (431 items) and structure

(22 subscales) of the Emory Word Analysis Skill Inventory was a

formidable task. The foundation, of the task was the Rasch model,

for mental tests where the categories of responses are dichoto-

mous: 1 0

right / wrong

Pr(Xni= 0,11 Bra, Si) = exp ttni(Sn di)j

1 + exp tsn - Si)

where: Xni is response X' (0 or 1). of person n on item i, Bni is

the person ability (estimated by bn) of person n on item i,

and di is the item difficulty (estimated by di) of item i.

The Rasch model is logistic in nature and is calculated hi

estimating the ratio of the probability of a right answer (numera-

tor of the equation) to the probability of a wrong answer (the

e

-7-

denominator). \Both bn and di are expressed as logits, or\log odds

units. The diAre\centered (by a scaling factor) on a mean of 0

and a standard deviation peculiar to the item distribution. The

b are similarly distributed, except that their mean indicates then \

mean person position along the variable on whilh they are measured.\

Negative logit values indicate low positions (fe. easy items or

low ability) and positive logit values indicate\high positions

(i.e. hard items or high alf.y). Logit vallies:of 0 indicate

the center of person ability Ftd\item difficulty. Optimal

testing conditions occur when \person ability estimate equals

the mean difficultV of the test Wright & Stone, 1979). This

can be demonstrate by investigati\ the standard errors of esti'.

mation whensbn --.0. The analysis of the Inventory was facilitated

by BICAL 3 (updated ersion), a computr program for Ras0 measure-,

ment for mental tests\(Copyright 1979 by R.J. Mead, B.D. Wright,

and,S.R. Bell, The University Of Chicago,\Department of Education)''.% 1

Approaching the item em and person analy is problem'/lead to some

1

general guidelines and rocedures for ediming items and persons.

A distinct feature of th Rasch -model is thtAi analysis of fit,

which is a validity test for item and person\performance, respect-\ 1

x 1.,,>,

ively. In addition to spAtting bad items, thA Rasch model identi-

fies pe son response patterns which are improbable, ornot valid.

The fit statistic, or Fit T) is distributed as a Chi-Squre, with

mean 0 and standard deviation 1. Clinical application thethe

"analysis of fit" has tremendous potential for insightful diagnosis

of person measurement (see "Mapping the Emory Word Analysis' Skill

Inventory").

-8-

The initial procedure of the analysis was to examine the 22

original subscales individually. 'Since the BICAL program automati-

cally edits misfitting persons (those with Fit T's: -2.0>Ta2.0),

only bad items (those with Fit T's: -2.0)T)2.0) needed to be de-

leted for subsequent investigation. In most cases, at least 80

per cent of the subscale items fit their content (objective-

referenced) definition; however, the first seven subscales (Upper

Case Letters to Short Vowel Sounds) were far too easy for any

accurate definition. along the word analysis skill variable. -Also,

subscale -igh Patterns contained only five items and was also too

easy. Hence, eight complete subscales were deleted. It also

appeared that subscales "L and N Patterns" and\"C and G Patterns"

- 'suggested parallel tasks and objectives. When the two subscales

were analy_xe\together, all items fit the same content variable.

They were therefore united to one subscale "L and N,

Patterns." Thirteen subscales remained for further\

Upon looking over the remaining subscales, the

identified three grups of -subscales which appeared

C and G

inveitigation

investigators

well-deft ed

when considered in di 'dually. The three outstanding groups were

labelled "Consonants, \"Vowels," and "Word Structure.." The main

\

\criterion used for thiihypothetical substructure was the considers-,

the subscale ob,\ectives. In ordef-to ease the organize-

\

and further analysis of the

on

ti n

was developed:,

Conso ant Subgroup:

data, the folloWing "dictionary"

Subsca \e No. Subscale Name. \

1 Consonant Digraphs

11.

'Subscale,No. Subscale Name i/2 Final Blends and Double Consonants

3 R Controls /,-."

/

4 Initial Blends

5 L and N, C and G Patterns

Vowel Subgroup:

6 Magic E

7 Vowel Combinations

8 Vowel Sounds

Word Structure Subgroup:

9 Compound Words

10 Inflectional Endings

11 Suffixes

12 Prefixes

-13 Multisyllable Words

-9-

A second round of analysis was conducted on the three subgroups

using only those items which fit their respective subscales (N=299).

Only 24 items (about 8%) misfit their respective subgroups. The

structure of the Inventory appeared well-defined with 275 items in

three. subgroups and 13 subscales. In addition, Table 1 illustrates

that the subscales, subgroups and complete Inventory measure wide

ranges of word analysis skill. Precision of estimation (reliability)

appeared strong, as is evidenced by small standard errors of esti-

mation of item difficlilties.

Insert Table 1 About Here

19

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Collecting the 275 items which demonstrated validity (fit)

to their respective subscales and subgroups, the analysis focused

on the complete Inventory. The results of this analysis provided

the necessary information to calibrate final forms of the Inven-

tory. Table 2 presents a summary of the relevant information

used to revise the Inventory. In the panel labelled "Fit Order,'

column labelled "T-Tests Total;' the fit statistics are presented

for each item. Also, Appendix B summarizes the results of this

analysis, indicating the items along with their final status in

the analysis. Note that the "ITEM NAME" column in Table 2

corresponds to the "ITEM NAME" column in Appendix B (i.e. V001

denotes "shard"). Of the 275 items analyzed, only 28 (about 10%)

misfit (-2.(DT)2.0) the word analysis-skill-vartable; ss-measured

by the complete Emory Word Analysis Skill Inventory. Thus, the

247 fitting items from the computer analysis presented in Table 2

define the word analysis skill variable:

Insert Table 2 About Here

In, order to construct or map the Emory Word Analysis Skill

Inventory, each subscale was plotted (see Appendices C and D), using.

-41

one item from each distinct levei of item difficulty frOm each

subscale. The number of such distinct levels of item difficulty

defih ,the width of each subscale along the word analysis skill

variable. In all, 137 items remained calibrated on the Inventory.

The properties of these items (i.e. fit, difficulty, and standard

error) remained stable, since all items were selected from the

previous analysis of fitting items (see Table 2). In addition,

each subscale was reanalyzed with their respective items fitting

the entire Inventory. In each case, all items fit their respective

subscales. Thus, both subscales and the total Inventory are

additive measures (as well as subgroups, though- they were not

specifically defined for that purpose).

As a final check on the validity of the Inventory, the 137

items in Form A were reanalyzed to insure their fit. From Table

3, it is seen that 134 its clearly fit (987) the test. Since

this result was within reasonable statistical boundaries with

respect to a valid scale, the 137 items were calibrated for

future use.

Insert Table 3 About Here

Psychometric Properties

From Table 1 (see Table 1 above), it is seen that the width

of the Complete Inventory is 8.12 logits with mean 0.07 and

standard deviation 1.66. The width of the Emory Word Analysis

Skill Inventory is indicative of an optimal survey measure (Wright

& Stone, 1979). The Inventory is also highly precise, as evidenced

by the small standard error (0.11) of item calibration. Further

support for the reliability of the Inventory was a person separa-

bility index (equivalent to KR -20) of 0.97. The subgroups showed

similar positive qualities- about 5.5 logits wide and small standard

errors (0.20) of calibration. While the subscales were rather

narrow (about 3 logits wide), this appeared logical since they were

based on objectiveswitharelatively narrow range of difficulty.

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The subscales were also highly precise, with small standard errors

(0.25) of calibration. Validity is evident throughout the struc-

ture of the Inventory, as evidenced by the fit. statistics for

both items and persons (see Table 2 and Appendix B).

Mapping the Emory Word Analysis Skill Inventory

Appendices C and D present parallel forms A and B of the

Emory Word Analysis Skill Inventory (EWASI) along with instructions

for administration. 'Keeping in mind that all items, subscales,

and subgroups were calibrated on the same logit scale, any given

raw score/tkplies performance on specific test items and groups

of items. For example, if Mary gets a total score of 127, she

had at least a 50 per cent chance of answering correctly any

item on any subscale (or subgroup) that falls to the left of the

vertical line that could be drawn down the page at total raw

score= 127, indicated on the bottom line labelled "Raw ,Score."

Looking at the EWASI Form A in Appendix C, this would mean that

Mary with a total raw score of 127 had better than a 50 per cent

chance of answering correctly all items to the left of "quagmire

and probably missed all items to the right of "quagmire." This

is Mary's most valid response pattern, and under these circumstances,

the test administrator would feel confident about the validity of

the measurement of Mary's word analysis skill. If, however, Mary

answered correctly the five items above her ability, clinical

investigation would be indicated. For example, if Mary answered

four of the five items above her ability correctly (i.e. she got

four of the hardest words correct), but missed all four items in

"Compound Words" (Subscale 9), this pattern would suggest a serious

1 L7fJ

-13-

deficiency in compound words mastery. The test administrator in

this case should verify the deficiency by asking Mary these items

a second time to assure she was attentive and does indeed have

such a deficiency in reading compound words. This investigation

of a response validity is unique to the Rasch model and demonstrates

an empirical indicator of process peculiarities., Diagnosis, which

had been strictly evaluation and acsesvment concerns, is now pos-

sible using the logistic Rasch model for sample free measurement

and test free item calibration.

Another aspect of the map which is somewhat useful is the

"Grade Score" approximation along the bottom' line of Appendix C.

While grade norms are constantly changing as instructional techniques,

curricula, and similar variables are redesigned, the present grade

norms adequately represent the typical population of the Reading

Center (at least for now). Looking at the "Grade Score" line

along the bottom of Appendix C, it is seen that Mary's score of

127 (using the previous example) would suggest that she is similar

in word analysis skill to an eleventh grade student.

Consistent with theories of development, it appeared that

progression in school (and age) resulted in'higher word analysis

skill and that the most rapid change occurred between birth and

fourth grade (total raw score. from 0 to about 98). Recalling the

principle of person ability centering on item difficulty results

in 50 per cent chance of success, consider the following examples

of "50-50" items for students at various grade levels.

1

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Grade n (in logits) Items Students Have 50% Chance of Passing

2 0.06 chop, soil, official

3 0.90 gem, cute, ability.....-41

4 1.32 huge, stint, riding

5 1.61 cigar, nape, unintentioVal

6 2.01 quest, thickness, inexact

7 2.11 haul, stafe, inter-eft-5,-

8 2.40 hoax, sprig, misdirect

9 2.74 gel, sprig, unnatural

10 3.00 unnatural, precautionary, rationalization

11 3.89 discrepancy, quagmire, suspicious

12 4.04 anatomical, inexplicable, inconsequential

In each case, the item difficulty matches the mean word analysis

skill for students at each grade level, providing a diagnosis of

the position of typical students along the word analysis skill

variable. The ordering of both students and items seem logical,

indicating strong evidence of a valid measurement for students

across eleven grade levels!

Although the EWASI appeared too easy in general, the width of

the test compensated for much of this deficiency. However, pre-

cision would be improved by further item development to broaden

the width of easy subscales.

CONCLUSION

Attempting to develop, field test, and calibrate a test across

a wide range of ability (grades 2-12) is plagued by substantive and

empirical ambiguities. The investigators of the present study

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completed such a task relatively unscathed. The Emory Word

Analysis Skill Inventory (EWASI), originally containing 431 items

in 22 subscales, was revised to Parallel Forms A and B (see Appen-

dices C and D), each containing 137 items in 13 subscales and

three subgroups labelled "Consonants," "Vowels'," and "Word Struc-

ture." Each form is identical in item difficulty, width, and precision.

Approximate grade norms were also calculated for the clinical

population which responded to the test (N=78).

The Word Analysis Skill Variable was well-defined by the

present Inventory and item ,..alibrations were quite precise. Future

research should, however, concentrate on writing harder items

consistent with some of the easier subscales, and easier items

for the Multisyllable Subgroup (Subgroup 13). Also, if "accurate"

age/grade norms are absolutely necessary, the test should be given

to a large number of students at various grade levels.

The analysis was facilitated by the Rasch model for mental tests,

a logistic measurement model fog sample free measurement and test

free item calibration. The Rasch model was valuable in defining

the word analysis skill variable and its family of additive sub-

scales.

Of particular importance is the diagnostic value of the Emory

Word Analysis Skill Inventory. Only through careful test develop-

ment and appropriate field testing and calibration techniques has

the EWASI achieved a diagnostic capacity to consider the process

(i.e. validity, clinical abnormalities, etc.) of the individual's

responses. Future efforts in..test development must be sensitive to

individuals and their response abnormalities if measurements are to have

validity on an individual level. This is of particular concern to

-16-

parents, teachers, and tutors who confront test scores of indivi-

duals who require individualized diagnosis and instruction.

REFERENCES

Miller,W. Reading diagnostic kit. New York: The Center For

Applied Research in Education, 1974.

Noll, V., Scannel, D. & Craig, R. Introduction to educational

measurement (4th ed.). Boston: Houghton Mifflin, 1979.

Potter, T. & Rae, G. Informal reading diagnosis: a practical

guide for the classroom teacher. Englewood Cliffs, N.J.:

Prentice Hall, 1973.

Rosewell, F. & Chall, J. Rosewell-Chall diagnostic test of word

analysis skill (Revised and Extended). La Jolla: Essay, 1978.

Triggs, F., Bedell, R., Carron, T., Walden, J., & Westover,F. (Eds.).

The committee on diagnostic reading tests. Mountain Home,

N.C.: The Committee on Diagnostic Reading Tests, 1979.

Wright, B.D. Solving measurement problems with the Rasch model.

Journal of Educational Measurement, 1977, 14, 97-116.

Wright, "B.D. & Stone, M.H. Best test design. Chicago: MESA

Press, 1979.

t.

Table 1- Summary of Range of Item Difficulty, Width, Mean Diffi-

culty, Variance of Item Difficulty, and Standard Error

of Item Difficulty Means by Subscale, Subgroup and

Complete Inventory

Scale Range of di Width ai sdi

Se(ai)

1 -3.57,C.42 3.99 -1.31 1.26 0.31.

2 -3.08,0.26 3.34,

-1.30 1.02 0.25

3 -2.32,0.10 2.42 -1.10 0.96 0.34

4 -2.01,0.10 2.11 -1.07 0.72 0.19

5 -2.32,1.67 3.99 -0.19 1.18 0.25

ConsonantSubgroup -3.57,1.67 5.24 -0.92 1.15 0.13

6 -2.32,1.00 3.32 -0.83 0.84 0.18

7 -2,32,2.30 4.62 -0.59 1.13 0.20

8 -0.42,2.79 3.21 0.87 0.65 0.09

VowelsSubgroup -2.32,2.79 5.11 0.06 1.16 0.12

9 -1.48,-0.42 1.06 -1.13 0.44 0.20

10 -1.48,1.41 2.89 -0.54 0.82 0.25

11 -1.o1,1"p2 2.93 0.76 0.85 . 0.22

. 12 0.42,3.41 2.99 1.99 0.98 0.28

13 3.54,4.55 1.01 4..07 0.34 0.09

Word Struc-ture Subgroup -1.48,4.55 6.03 1.46 1.97 0.26

COMPLETE //-

INVENTORY -3.57,4.55 8.12 0.07 1.66 0.11

20

-17-

fable 2-

Item Statistics for the Emory Word-Analysis Skill Inventory

-18-

zw449 uNevr4StT0 4451.0

r40ING

1.410AS 169rmTuar- C4001.11C rkST

atc40. 11TH

r m157117149 oF4Sums timirriD

40

36Se4 OIL 49119

201.

MO

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45C

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11,,C

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.. NOM A.101.

411.1

09.09

OW

Tru5r

1 caul

-1.04

0..1

1.06

-0.40

2 0092

1.41

0.30

0..10

0.051

3 CJJ3

1.940.31.

17I..14

CIO

8.100.44

01 11.25 C

40% "0.00

0.41.00 0413

6 C006

0.260.40

.300.04

1 C307

14,679.04

.4.1 1390 C

4081.24

0.0.00

-2.649 C

3090.10

0.1100.44

0.10

12 (412 I .7180,1.0

1.05-14,410

10C310 -0.06

0.442

0.91

0.50

14 C411

1,91

4.44

1.14 1.10

43Ca

tJ-2,42

0.571.94 -104

1 C01

3.100.0

0.91

1.04

ts COIS -1,24

0s

1.06 1.43

16 C410

-2.010.04

1.07 1.1011 C

all I 4,211v44

0.019"0.24

ifc0e8

-0.60

0..5

1.00

0.56

19 C019

-'0.420.4J

0090.*

20 CO

20-.0.1/2

0.30.93

0.8121 0021

-1.01

0.7

1.46

.0.72

22 C322

1.670.3.

0.441.1/7

23 C3.17

-0.610.4

1.310.13

24 CO

20.26

04400.87

0.6225 C

O25

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0.7 +0.55

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1 I3.36

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Table 2,

Continued

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LINT

iron 14

Table 2.

.Continued

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-00 2

0.04 -0073

13 C013

-20,5

0.030079

152 yoga.

-1.88

0.06

0.82

155 V064

.1060

0.06

0.82

156 V065

.1060

0.06

0.82

255 W028

.0.82

0.05

0.58

75 C075

...0.82\

0.05

0.58

321 W094 .-0022

0.04

-1.42

233 W007

-.:1.50\ 0.05 -0036

_7:1402

0e06..0058

57 C057

-1:20

0002

0.14

173 V082

2/.50

0007

-0.23

260 W033

-0.82

0.06 .0e73

4 C004

0.04

004 -0.11

16 C016

74020

0008

0075

59 C059 1020

0.08

0.14

258 W031

...0050

0.06

2.32

83 C083

....0082

0.07

0.58

15,C015

008

0.58

229 -W003

-0.50

0.06

-0.36

23 CO23

0.04

.0005

-0.25

198.11107

-0.50 :0007

-0.36

64 C064

-0.82

0.-09

0.58

282 W055

0.04

0:06

0.20

275 W048

-0.22

0e07', 0.38

274 W047

-0.22

0007;

0.38

7 C007

-1.20

OeI3

2.44

228 W002

.0082

0010 t

0058

300 W073. 0 082

0011

11.56

316 W089

0.04

0007

-0.11

34 C034

- 0.50

0.09

0087

157 V066

-0.82

0013'

0.58

320 W093 -0.50

0.11

2.32

259 W032

...0050 OM

1:43

227 W001

-0.50

0.12

1.43

199 V108

..0050.

0.14

1.29

61 C061

-.0.50

0.14

1.43

195 V104

0.04

0.12

0.92

280 W053

0.04

0.12

1.45

257 W030

-0.22

0.21

2.83

0.33

0.89

0.25

0.96

0.87

1.87

0.25

0.25

0.96

Oed7

1.87

0.25

0025

0.96

0:87

1087

0.25

0.26

1005

0.40

0.66

0.12

0.26

1.05

0.31

0.49

0.13

0.29

1.06

0.31

-0.13

0.10

0.29

1.06

0.55

0.99

0.09

0.30

1.05

0.21

0.78

0.22

0.30

1..07

0.40

0.66

0.05

0.31

1007

0.31

-0.12

0.11

0.31

1007

0.31

-0.12

0.11

0.32

1006

0.25

0.91

0.20

0.32

1.08

0.41

0.84

0.21

0.33

1.07

0.31

1.11

0.16

0.35

1.05

0.$8

0.04

-0.03

0.361.09

0.40-0.08

0.01

0.36

1.08

0.31

0.49

0.15

0.36

1.06

0.88

0.04

-0.07

0:39

1.12

0.55

.0003

+0008

0.39

1.12

0.55

-0.03

-0.08

0039

1.12

0.55

-0.03

0.40

1.10

0.31

-0.12

0.10

0.42

1.10

0031,-0.12

0.09

0.45e08

0.21.

0078

0.19

0.46

1.10

0.25

0037

0.14

0.46

1.12

0.31

-0.12

0007

0.48

1014

4...0.08

0048

0.49

1015

1.12

01

4:

003

0015,-0.02

0.49

0.06

0.51

1.08

0.18

0.20

0.53

1.17'0040

0.68

.0003

0.54

1017

0.40

-0.08

-0.05

0.54

1.12

0.25

0.38

0.13

0057

1.15

0:-31

.0002

0.59

1.16

0.310.12

0.60

1.13

0.25

0037

0.09

0.62

1.10

0.18

0.68

0:18

0067

1.15

0.25

0037

0.04

0070

1.20

0.31

-0.12

-0.02

0073

1.13

0.18

0.67

0.15

0074

1.15

0.21

027

0.09

0.74

1.15

0.21

0:27

0.09

0074

1.27

0.40

-1.56

-0.25.

0076

1.22

0.31

-0.12

..0007

0.80

1.23

0.31

...0e74-0.10

0081

0.83

1.14

1.20

0.18

0.25

0.21

-0.18

0.14

0.91

1.27

0.31

-0.12

-0.14

0.95

1.23

0.25

0.38

-0.02

0097

1.24

0.25

'.0071

-0.08

1.01

1.250025'0071

.0008

1.14

1.29

0.25-0.16

04142

1017

1.30

0.25.0071

.0013

1031

1024'0018.-0.25

0.00

1.40

1.26

0.18

-0.26

.0002

1.99

1.46

0.21

-1.20

-0.28

-0.05

0.99

0.32

0079

1016

0.18

-22-

Appendix A- Original Inventory With Objectives

.Upler Qnse,Letters

-23-

Objective: The student will recognize upper case letters.-CHFIKYMNSPPGUAELTXVZB. R-'DJONumerals

Objective: The student will recognizenumerali.

1 3 2 7 6 4 3, 5 9

Lower CaseiLettersAO

4Objective: The student will recog4ie lower case letters.

k t b,x ic r V'n d f e a y g u

m o w- p 1 z. q.

Letter-Sound Associations

Objective: . The student will' demonstrate knowledge of. beginningsounds of words, given the firsteletter.

Dd, Mm Aa' Nn Ff Rr Ss Ll Oo Yy Bb Tt

Cc Hh Vv Gg Ii Uu Zz Jj

Initial Consonants

Objective: The student will demonstrate knowledge of initialconsonant sounds.

(Pictures' were' presented of the following): .

Snake Girl 'Dog Pie Wagon Television Apple Bat Nest

Cup Fish Hammer Mop Rocket Valentine4

Interchange'of Beginning and Ending Letters

Objective': The student will recognize that the same letters areinterchangeable,.. to form different words. .

rat ran. Nat . mat man pat pan fan cat can fat

. ,

Short Vowel Sounds (Remained in Final Calibration)

Objective: The student will demonstrate ability to recognize shortvowel sounds 'of initial blends.

trap swim strap bled brag flat snap

skunk shred spot' split scrub' crib sled_

grab graph spring

9 6

-24-

Appendix A, continued

Short Vowel Sounds

Objective: The itudentiwill demonstrate ability to recognizeshort vowel sounds stn one syllable words.

tan tin rot rut ten pdt fin pit pet

Final Blends and Double Conionants

Objective: The student will demonstrate knowledge of the soundsof final blends and final double consonants.

dudip'

risk

silk

kiss rest hunt soft

gulp splints mend bent

stumps lifts spill wasp

Consonant Digraphs

belt

farm

part

slept

cuff

Objective: The student will demonstrate knowledge of the soundsof consonant digraphs.

fish what shut chop that them path harsh

thumb chick shark hang witch lunch half lung

thank chart whip dumb

MegiC E

Objective: The student. will demonstrate knowledge of the.use of

"e" at the end of one syllable words.

tape cute mate snake fate code vane cone

rule lime hope kite June fine Pete rate

chase

cape

plate

duke

wine tube phone note grime size

R Controls

Objective: The student will demonstrate knowledge of r controlledwords.

sir fern fur worm turn world third lord

jerk curb

L and N Patterns

Objective: The student. will demonstrate. . )4 L and N (1 and n) in word

child think bolt kind' gold

tall find bald wild shrink

knowledge of the soundss.

strong string scold

-

aa

Appendix A. continued

-izh Patterns

Objective: The student will demonstrate knowledge of the -ighsound in words.

right night flight high sigh

Vowel Combinations

Objective: The student will demonstrate knowledge of vowelcombinations.

oil dawn toe fail blood buy sour chews cream

haul few seal spray rain mean die sleep head

crook goes groan house beat shout haunt key . suit

pour soup draw boil,

nail ouch throws pies quack-

soil soul mow hoax paid oak

Compound Words

Objective:

sidewalk

lipstick

-25-

The student will demonstrate the ability to pronouncea compound word.

taxicab baseball classroom grandmother

rocketship earthquake basketball southeast

Inflectional Endings

Objective: The student will demonstrate abilityof an inflectional ending to a word.

hopped bigger catches dresses hoping

closed cuter filing singing ended

riding rated boxing wagged dried

.0 and G Patterns

to add the sound

hugging

fastest

Objective: The student will demonstrate knowledge of sounds ofthe letters C and G (c and g) in words.

gem huge ugly trace camera cigar cent

guest/ fringe

page

cable

Suffixes

Objective: The student will demonstrate the ability to pronounceroots with suffixes.

action musical slowly division agreeable sensible

gradual poisonous graceful native official breakable

retirement bendable faithful madness facial 'ability

thickness simplify pollution tension talkative

28

-26-Appendix A, continued

Prefixes

Objective: The student will demonstrate the ability to pronounce

roots with prefixes.

subhuman nformal removal inhuman misspell

enclosed dismissal unintentional misdirect precautionary

ultraviolet renew untie subway nonsense

inexpensive dislike supervision intercity inexact

unnatural unconscious

Vowel Sounds

Objective: The student will demonstrate knowledge of short and

long vowel sounds in words usually thought to be

unfamiliar to the student.

shard

yen

sop

mime

lush

cusp

probe

cog

cult

shun

shod

null

truce

mace

hasp

opt

cud

quill

mesh

quip

nub

brad

bide

gel

nape

twill

Multisyllable Words

gust

nib

stint

bade

leek

vat

deem

cad

pox

quest

pip

fie

node

dram

eke

nab

winch wend

fend skiff

bog shrug

rue crone

fume jot

lull plat

strafe hilt

sprig grog

Objective: The student will be able to analyze, decode, and

synthesize multisyllable words.

inconsequential

anthropological

tachometer

philanthropist

parenthetically

incipient

calisthenics

abominable

rationali tion

polarity Iconscientious

anatomical

implementation

discrepancy

variability

familiarity

quagmire

photosynthesis

procrastinate

inexplicable

apprciate

suspicious

anatomical

ornithology

Note: "anatomical" appeared twice in the scale. it was later

found that the replication produced identical item diffi-

culty and fit to the word analysis skill variable.

Appendix B- Item Characteristics By Subscale

ITEM NAME ITEM di

1. Consonant Digraphs (Consonant Subgroup)

C035 fish misfitC036 what -3.57CU37 shut -0.61C038 chop -0.06C039 that -3.57C040 them -3.57C041 path -0.42C042 harsh aisfitC043 thumb 0.42C044 chick -0.42C045 shark -1.73C046 hang -1.24C047 witch -1.01C048 lunch -2.32C049 half -1.24C050 lung 0.10C051 thank -1.24C052 chart -1.01C053 whip 4.80C054 dumb misfit

2. Final Blends and Double Consonants

C055 dump -1.48C056 kiss misfitC057 rest -1.24C058 hunt -2.32C059 soft -2.01C060 bent misfitC061 slept -1.01C062 risk -1.48C063 gulp 0.26C064 splints 0.10C065 mend -1.48C066 bent misfitC067 farm -3.08

-2.32C068 cuffC069 silk -0.06C070 stumps -0.80C071 lifts -1.73C072 spill -1.01C073 waspwasp 0.26C074. part -2.67

3. R Controls

CO25 sir 0.10CO26 fern misfitCO27 fur misfit

301

Se(di)

0.740.440.410.740.740.43

68%CI for di

misfit-4.31,-2.83-1.05,-0.17-0.47, 0.35-4.31,-2.83-4.31,-2.83-0.85, 0.01misfit

0.39 0.03, 0.810.43 -0.85, 0.010.52 -2.25,-1.210.48 -1.72,-0.760.47 -1.48.,-0.640.57 -2.89,-1.650.48 -1.72,-0.760.40 -0.30, 0.500.48 -1.72,-0.760.47 -1.48,-0.540.45 -1.25,-0.35

misfit

0.50 -1.944;98misfit

0.48 -1.72,-0.760.57 -2.89,-1.750.54 -2.55,-1.47

misfit0.47 -1.48,-0.540.50 ' -1.98,-0.980.40 -0.14, 0.660.40 - 0.30,,0.500.50 -1.98,70.98

- misfit0.66 -3.74,-2.420.57 -2.89,-1.750.41 -0.47, 0.350.45 -1.25,-0.350.52 -2.25,-1.21 //

0.47 -1.48,-0.740.40 -0.14,,0:6-60.61 -3.28,-2.06

0.40 -0.30, 0.50misfitmisfit

\/;I\

(\

-28-Appendix B, continued

ITEM NAME

ITEM

di

Se(di)

687.CI for d.

CO28

worm

-0.61

0.44

-1.05,-0.17

CO29

turn

-1.48

0.50

-1.98,-0.98

C030

word

-2.32

0.57

-2.89,-1.75

C031

third

-2.01

0.54

-2.55,-1.47

C032

lord

-2.01

0.54

-2.55,-1.47

C033

jerk

-0.42

0.43

-0.85, 0.01

C034

curb

-0.06

0.41

-0.47

0.35

4. Initial Blends

C075

trap

-1.48

0.54-1.98,-0.98

C076

swim

misfit

misfit

C077

strap

-1.01

0.47-1.48,-0.74

C078

bled

misfit

misfit

C079

brag

-1.01

0.47

-1.48,-0.74

C080

flat

-1.73

0.52

-2.25,-1.21

C081

snap

-2.01

0.54

-2.55,-1.21

C082

skunk

-2.01

0.54

-2.55,-1.21

C083

shred

0.10

0.40

-0.30, 0.50

C084

spot

-1.73

0.52

-2.25,-1.21

C085

split

-0.42

0.43

-0.85, 0.01

C086

scrub

-0.61

0.44

-1.05,-0.17

C087

crib

-0.06

0.41

-0.47, 0.35

C088

sled

-1.01

0.47

-1.48,-0.54

C089

grab

-1.73

0.52

-2.25,-1.21

C090

graph

-0.06

0.41

-0.47, 0.35

C091

spring

-1.24

0.48

-1.72,-0.76

5. L and N, C and G Patterns

C001

page

-1.01

0.47

-1.48,-0.54

C002

gem

1.41

0.36

1.05, 1.77

C003

huge

1.54

0.36

1.18, 1.90

C004

ugly

0.10

0.40

-0.30, 0.50

C005

trace

-0.80

0.45

-1.25,-0.35

C006

camera

0.26

0.40

-0.14, 0.66

C007

cigar

1.67

0.36

1.31, 2.03

C008

cent

misfit

misfit

C009

cable

0.10

0.40

-0.30, 0.50

C010

guest

-0.06

0.41

-0.47, 0.35

C011

fringe

1.67

0.36

1.31, 2.03

C012

C013

child

think

-1.48

-2.32

0.50

0.57

-1.98,-0.98/1

-2.89,-1.75'7_,-----

C014

bolt

0.26

0.40

-0.14, 0,..6-&-

C015

kind

-1.24

0.48

-1.724-=0.76

-

C016

gold

-2.01

0.54

-2:55,-1.47

C017

strong

-1.24

0.48

C018

string

-0.80'0.45...---- ,,,,-----<1.72,-0.76

-1.25,-0.35

t019.

scold

-0.42

9143

-0.85, 0.01

CO20

-tall

-0.42

0.43

-0.85, 0.01

CO21

find

-1.01

0.47

-1.48,-0.54

CO22

bald

1:67

0.36

1.31, 2.03

0023

wild

-0.61

0.44

-0.95,-0.17

CO24

shrink

0.26

0.40

-0.14, 0.66

31

Appendix B, continued

ITEM NAME

ITEM

di

-29-

Se(di)

687.CI for

di

6. Magic E (Vowel Subgroup)

V101

tape

_.-0.61

0.44

-1.05,-0.17

V102

cute

1.00

0.37

0.63, 1.37

V103

mate

misfit

misfit

V104

snake

-1.48

0.50

-1.98,-0.98

V105

fate

misfit

misfit

V106

- 0.61

0.44

-1.05,-0.17

V107

code

- 0.06

0.41

-0.47, 0.35

V108

vane

cone

r.

-2.32

0.57

-2.89,-1.75

V109

rule

V110

lime

V111

hope

V112

kite'

V113

June

V114

fine

V115

Pete

V116

rate

V117

chase

V118

plate

V119

wine

V120

tube

V121

phone

V122

note.

V123

grime

V124

size

V125

cape

V126

duke

misfit

-1.48

-1.24

misfit

0.50

0.48

-2.01

0.54

-2.01

misfit

0.54

0.42

0.39

..1.01

0.47

-1.01

0..47

-0.80

0.45

-0.06

0.41

-1.01

0.47

-1.24

0.48

0.42

0.39

-1.01

0.47

-0.80

0.45

-0.42

0.43

:

-,1.73

misfit

0.52-

,

-2.32

misfit

misfit--,-'

P-.--57

-:4-80.50

p.86

0.38

,0.26

0.40

Misfit

/0.72

0.38

-0.61

-

0.44

-1.01

0.47

-1.01

0.47

-1.48

0.50

-1.24

misfit

0.48

-2.01

;0-54

-1.01

I0.47--

0.10

misfit

misfit

0.40

7. Vowel Combinations

V059

oil

V060

dawn

V061

toe

V062

fail

V063

blood

V064-

buy

V065

sour

V066

chews

V067

cream

V068

haul

V069

few\

V070

seal

V071

spray

V072

rain

V073

mean

V074

die

V075

sleep

V076"

head

V077

crook

V078

goes

V079

groan

32

misfit

-1.98,-0.98

-1.72,-0.76

misfit

-2.55,-1.47

-2.55,-1.47

misfit

0.03, 0.81

-1.48,-0.54

-1.48,-0.54

-1.25,-0.35

-0.47, 0.35

-1.48,-0.54

-1.72,-0.76

0.03, 0.81

-1.48,-0.54

-1.25,-0.35

-0.85, 0.01

-2.25,-1.19

misfit

-2.90,-1.75

misfit

misfit

-1.98,-0.98

0.48, 1.24

-0.14, 0.66

misfit

0.34, 1.10

-1.05,-0.17

-1.48,-0.54

-1.48,-0.54

-1.98,-0.98

-1.72,-0.76

misfit

-2.55,-1.47

-1.48,-0.54

-0.30, 0.50

misfit

misfit

-30-

Appendix B, continued

ITEM NAME

ITEM

V080

house

V081

beat

V082

shout

V083

haunt

V084

key

V085

suit

V086

pour

V087

Aoup

di

-2.01

-1.01

-0.24

2.17

-1.73

0.42

misfit

-0.06

Se(di)

0.54

0.47

0.42

0.35

0.52

0.39

0.41

687.C1 for

di

-2.55,-1.47

-1.48,-0..54

-0.66, 0.18

2.52, 1.82

-2.25, 1.21

0.03, 0.81

misfit

- 0.47,; 0.35

V088

draw

-1.48

0.50

-1.98,-0.98

V089

boil

0.10

0.40

4.40, 0.50

V090

nail

misfit

miSfit

V091

ouch

-0.61

0.44

-A.05,-0.17

V092

throws

-0.24

0.42

7;0.66, 0.18

V093

pies

-1.24

0.48

t=1 72 -0 76

,,

V094

quack

'

-0.06

0.41

/-0.47, 0.35

V095

soil

-0.24

0.42

//

-0.66, 0.18 -

V096

soul

misfit

misfit

V097

mow

V098

hoax

misfit -

22.30

0.35

misfit

1.95, 2.65

V099

paid

-0.61

0.44

-1.05,-0.17

V100

oak

-1.73

0.52

-2.25,-1.21

8. Vowel Sounds

V001

shard

0.72

0.38

0.34, 1.10

V002

shun

0.57

0.39

0.18, 0.96

V003

mesh

1.27

0.37

0.90, 1.64

V004

gust

-0.42

0.43

-0.85, 0.01

V005

pox

misfit

misfit

V006

winch

0.86

0.38

0.48, 1.24

V007

wend

0.10

0.40

-0.30, 0.50

V008

yen

0.72

0.38

0.34, 1.10

V009

shod

1.41

0.36

1.05, 1.77

V010

quip

misfit

misfit

V011

nib

'0.86

0.38

0.48, 1.24

V012

quest

1.92

0.36

1.56, 2.28

V013

fend

0.10

0.40

-0.30, 0.50

V014

skiff

0.42

0.39

0.03, 0.81

V015

sop

1.00

0:37

0.63, 1.37

V016

null

0.86

0.38

0.48, 1.24

V017

nub

0.86

0.38

0.48, 1.24

V018

stint

1.41

0.36

1.05, 1.77

V019

pip

0.57

0.39

0.18, 0.96

V020

bog

0.57

0.39

0.18, 0.96

V021

shrug

misfit

misfit

V022

mime

0.72

0.38

0.34, 1.10

V023

truce

misfit

misfit

V024

brad

0.72

0.38

0.34, 1.10

V025

bade

0.86

0.38

0.48, 1.24

V026

fie

1.67

0.36

1.31, 2.03

V027

rue

misfit

misfit

V028

crone

1.00

0.37

0.63, 1.37

V029

lush

0.57

0.39

0.18, 0.96

33

Appendix B, continued

ITEM NAME

ITEM

V030

V031

V0 32

V0 33

V034

V035

V036

V037

V038

V039,---

17046

,V041

V042

V043

V044

V045

V046

V047

V048

V049

V050

V051

V052

V053

V054

V055

V056

V0 57

V058

mace

bide

leek

node

fume

jot

cusp

hasp

gel

vat

dram

lull

plat

probe

opt

nape

deem

eke -

stafe

hilt

cog

cud

twill

cad

nab

sprig

grog

cult

quill

di

Se(di)

-31-

687.C1 for d.

1.14

0.37

0.77, 1.51

1.00

0.37

0.63, 1.37

misfit

misfit

misfit.

misfit

,1.14

0.37

0.77,' 1.51

0.43

-0.850.01

9. Compound Words (Word

W0 87

W088

W089

W090

W091

-

W092

W093

W094

W095

W096

sidewalk

taxicab

baseball

classroom

grandmother

lipstick

rocketship

earthquake

basketball

southeast.

10. Inflectional Endings

W070

W071

W072

W0 73

W074

W0 75

W0 76

hopped

bigger

catches

dresses

hoping

ragging

closed

g:AS

-0440

0%40

2179

-

.0.\35

0110

0,40

1.'41

O.36

1.00

01.37

0'.39

1.27

f0,37

0:37

1.79

0.36

0.42

0.39

misfit

1.92

0.36

misfit

0.26

0.40

0.57

0.39

0.42

0.39

misfit

0.42

0.39

2.55

0.35

0.86

0.38

1.14

0.37

1.00

0.37

Structure Subgroup)

-1.48

misfit

-1.48

-1.24

misfit

misfit

misfit

-1.01

-0.42

misfit

1mi .;42

-

fit

0 10

-1401

misfit

\3.1

0.50

0.50

0.48

0.47

0.43

-0.30, 0.50

-0.30, 0.50

2.44, 3.1

1.0

1.77

_51,61, 1.37

0.03, 0.81

0.90, 1.64

0.63, 1.37

1.43, 2.15

0.03, 0.81

misfit

1.56, 2.28

misfit

- 0.14., 0.66

0.18, 0.96

0.03, 0.81

misfit

0.03, 0.81

2.20, '2.90

0.48, 1.24

0.77, 1.51

0.63, 1.37

- 1.98,-0.98

misfit

'

-1.98,-0.98

-1.72,-0.76

misfit

misfit

misfit

-1.48,-0.54

-0.85, 0.01

misfit

/ 0.48

-1.72,-0.76

/0.43

-0.85, 0.01

/0.47

-1.48,-0.54

)misfit

.410-0.30, 0.50

0.47

misfit

,

Appendix B, continued

-32-

\

ITEM NAME

ITEM

d.

Se(di)

68%CI for

di

W077

cuter

misfit

misfit

W078

filing

misfit

misfit

W079

singing

-0.42

0.43

-0.85, 0.01

W080

ended

-0.42

0.43

-0.85, 0.01

W081

fastest

misfit

misfit

W082

riding

1.41

0.36

1.05, 1.77

W083

rated

-1.48

0.50

-1.98,-0.98

W084

boxing

misfit

misfit

W085

wagged

-0.24

0.42

-0.66, 0.18

W086

dried

-1.24

0.48

-1.72,-0.76

11. Suffixes

W047

action

mist

misfit

W048

musical

-1/01

0.47

-1.48,-0.54

W049

slowly

,1.54

0.36

1.18, 1.90

W050

division

misfit

misfit

W051

agreeable

/1.27

0.37

0.90, 1.64

W052

sensible

/misfit

misfit

W053

gradual

,misfit

misfit

W054

poisonous

/0.42

0.39

0.03, 0.81

W055

graceful

/misfit

misfit

W056

native

1.41

0.36

1.05, 1.77

W057

official

0.10

0.40

-0.30, 0.50

W058

breakable

1.67

0.36

1.31, 2.03

W059

retirement

0.42

(

0.39

0.03, 0.81

W060

bendable

1.67

0.36

1.31, 2.03

W061

faithful

-0.42

0.43

-0.85, 0.01

W062

madness

misfit

misfit

W063

facial

1.14

0.37

0.77, 1.51

W064

ability

0.42

0.39.

0.03,'0.81

W065

thickness

i

1.92

0.36'

\ 1.56, 2.28

W066

simplify

1.67

0.36

1.31, 2.03

W067

pollution

;misfit

Misfit

W068

tension

1

0.72

0.38

0.4, 1.10

W069

talkative

\misfit

mis it

12. Prefixes

W025

subhuman

1.00

0.37'

0.63, 1.37

W026

W027

informal

removal

,misfit

misfit

Misfit

W028

inhuman

misfit

misfit

W029

misspell

0.57-----.

0.39--

0.18, 0.96

W030

enclosed

misfit

misfit

W031

dismissal

2.79

0.35

2.44, 3.14

W032

unintentional

1.54

0.36

1.18, 1.90

W033

misdirect

2.67

0.35

2.32, 3.02

W034

precautionary

a,41

0.35

3.06, 3.76'

W035

ultraviolet

0.42

0.39

0.03, 0.81

W036

renew

misfit

misfit

W037

untie

1

misfit

misfit

W038

subway

misfit

misfit

0

-33-

Appendix B, continued

ITEM NAME ITEM di Se(di) 687.4I for di

W039 nonsense 1.92 0.36 1.56, 2.28W040 inexpensive misfit misfitW041 diellike misfit misfitW042 supervision 1.79 0.36 1.43, 2.15W043 intetcity 2.55 0.35 2.20, 2.90W044 inexact 2.05 0.36 1.69, 2.41W045 unnatural 3.16 0.35 2.81, 3.51W046 unconscious misfit misfit

13. Multisyllable Words

W001 inconsequential 4.29 0.36 3.93, 4.65W002 rationalization 3.54 0.35 3.19, 3.89W003 quagmire 3.78 0.35 3.43, 4.13W004 anthropological misfit misfitW005 polarity misfit misfit/W006 photosynthesis misfit misfitW007 tachometer 4.55 0.36 4.19, 4.91W008 conscientious 4.55 0.36 4.19, 4.91W009 procrastinate 3.54 0.35,-_, 3.19, 3.89W010 philanthropist 4.42 0.36 4.06, 4.78W011 anatomical 4.04 0.36 3.68, 4.40W012 inexplicable 4.16 0.36 3.80,4.52W013 parenthetically misfit misfitwave implementation misfit misfitW015 appreciate 3.78 0.35 3.43, 4.13W016 incipient misfit misfitW017 discrepancy 3.78 0.35 3.43, 4.11W018 suspicious 1. 4.04 0.36 3.68, 4.40W019 calisthenids misfit misfitW020 variability 4.16 0.36 3.80, 4.521W021 anatomical 4.04 0.36 3.68, 4.40W022 abominable misfit misfitW023 familiarity 4.42 0.36 4.06, 4.78W024 ornithology misfit misfit

it anatomical appeared twice in the Inventory, producing identical

results for the replication.

t

-34-

Appendix C- Administration of the Emory Word Analysis Skill Inventory,

Form A.

Directions to the test administrator:

Use a pencil. Record the child's answers on the map profile

attached to this test form. The child should read from a list of

words similar to the form bplow. Where possible, record specific

patterns of incorrect resp4nses on a separate sheet of paper. Place

an X through each word the child answers correctly on the map. Try

not to make an incorrect response obvious. The child should begin

with the first scale (Consonant Digraphs) and procede in order

throughout the rest. Ask each item on the scale- stopping only if__-at least three consecutive responses are made in close proximity.

The suggested time for test administration is about 15 minutes.

EMORY WORD ANALYSIS SKILL INVENTORY- FORM A

1. Consonant Digraphs (Consonant Subgroup).

Directions to student: "Sometimes consonants are blended-teo------

gether and sometimes consonants are combined to form a new sound.

Read each of_the following words, starting with number I."

2. lunch 3. shark 4. hang 5. witch 6. whip

7. shut 8. path 9. chop 10. Ding II. thumb

2. Final Blends and Double Consonants

Directions to student: "Sometimes the consonant clusters (or

blends) are at the end of the word. Read each of these words."

I. farm 2. part 3. hunt 4. soft 5. lifts '6. dump

7. rest 8. slept 9. stumps 10. silk II. splints 12. wisp

3. R Controls

Directions to student: "Read each of the following words."

1. word 2. third 3. turn 4. worm 5. jerk 6. curb

7. 'sir

4. Initial Blends

Directions to student: "Many words have a cluster of consonants

at the beginning. Read each word."

-35-Appendix C, continued-

1. snap 2. flat 3. trap 4. spring 5. strap

6. scrub 7. split 8. crib 9. shred

5. L and N, C and G Patt rns

Directions to student: "Read each of the following words."

1. think 2. gold 3. child 4. kind 5. page 6. trace

7. wild 8. scold 9. guest 10. ugly 11. bolt 12. gem

13. huge 14. cigar

6. Magic E (Vowel Subgroup)

Directions to student: "Read each of the following words."

1. cone 2. June 3. snake 4. hope 5. chase 6. wine

7. tape 8. duke 9. vane 10. rate 11. cute

7. Vowel Combinations

Directions to student: "Read each of the following words:"

1. toe 2. sleep 3. oil 4. buy 5. mean ,rseal

7. few

11 haul 14. sour 15. haunt 16. hoak

8. shout 9. soup 10. crook 11. ch 12. suit

8. Vowel Sounds

Directions to student: "These words may be realwords or non-sebse words Read each of them."

1. jot 2. wend 3. cog 4. skifF 5. shun 6. shard

7. winch 8. sop 9. mace 10. mesh 11. shod 12. fie

13. nape 14. quest 15. sprig 16. gel

9. Compound Words

Directions to student: "Read each of the following words."

1. sidewalk 2. classroom 3. earthquake 4. basketball r10. Inflectional Endings

Directions to student: "Some words contain a root and an ending.Read each of the following words."

1. rated 2. dried 3. catches 4, bigger 5, wagged

6. hoping 7. riding

38

I

-36-

Appendix C, continued

11. Suffixes

Directions to student:. "Some 'words have suffixes. Read each ofthe following words."

3. bendable 4. poisonous

7. agreeable 8. native

11. thickness

1. musical 2. faithful

5. tension 6. facial

9. slowly 10. breakable

12. Prefixes

Directions to student: "Some words have prefixes. Read each ofthe following words.",

1. ultraviolet 2. misspell 3. subhuman 4. unintentional

5. supervision 6. nonsense 7. inexact 8. intercity1

'9. misdirect 10. dismissal 11. unnatural 12. precautionary

13. Multisyllable Words

Directions to student: "These words have many syllables. Readeach word."

I

1. rationalization 2. quagmire 3. anatomical 4. inexplicable

5. inconsequential 6. philanthropist 7. tachometer

After the test has been administered, each pattern of responses should

be analyzed for their diagnosis of mastery and/or clinical implications

for instruction. Since each question on each subscale increases in

difficulty, the child's responses should reflect this trend. Also,

remember that as one moves vertically along the page from left to

right, difficulty increases along the same line- indicated on the

bottom line of the test map labelled "Grade Score/ Raw Score." It

should be possible to pinpoint the child's word analysis skill by

circling the total raw score and drawing a vertical line down the.map

. which crosses the corresponding total score.

39

4

EMORY WORD ANALYSIS SKILL INVENTORY -FORMA DATE

NAME AGE GRADE SEX

30

tbIlt

1. CONSONANT DI6RAPI-IS

tr 2 FTNAk Bum jCL ltisorlfors

z%k. 3R CONTROLS

4 rfertat_ akciics

,a el PATrEns

IC) 7,4--MAGTIC. E

0

9

l4Ck W:t tirJet

RAWSCOR E SEm

1.3

1. VOWELCOMBINATIoNS

VEL SOON LC

9 compouwo utEDS

10. eiclues

Su FEN es

PRIFIXES

13 Mut-TM-LAW wazas

CAWRE

4=Ili.,

tot- 940;014.0.e,rPtote-

LLI.

114HT=I

113

tr°1

ci,FW w- 0-

30

7 sr70 q 15- sL 1

2.1.c 3 dr/4.7 i 12.9 I150

\ 137 41.20

4.0

0

-38-

Appendix D- Administration of the Emory Word Analysis Skill Inventory,

Form B.

Directions to the test adminstrator:

Use a pencil. Record the child's answers on the map profile

attached to the test form. The child should read from a list of

words similar to the form below. Where possible, record specific

patterns of incorrect responses on a separate sheet of paper. Place

an X through each word the child answers correctly on'the map.

Try not to make an incorrect response obvious. The child should

begin with the first scale (Consonant Digraphs) and procede in order

throughout the test. Ask each item on the scale- stopping only

if at least three consecutive responses are made in close proximity.

The suggested time for test administration is about 15 minutes.

EMORY WORD ANALYSIS SKILL INVENTORY- FORM B

1. Consonant Digraphs (Consonant Subgroup)

Directions to 'student: "Sometimes consonants are blended to-

gether and sometimes consonants are combined to form a new sound.

Read each of the following words, starting with number 1."

1. them 2. lunch 3. shark 4. half 5. chart 6. whip

7. shut 8. check 9. chop 10. lung 1L thumb

2. Final Blends and Double Consonants

Directions to student: "Sometimes the consonant clusters (Or

blends) are at the end of the word. Read each of these words."

1. farm 2. part 3. cuff 4. soft 5. lifts 6. mend

7. rest '8. spill 9. stumps 10. silk 11. splints 12. gulp

3. R Controls

Directions to student: "Read each of the following words."

"I. word 2. lord . turn 4. worm 5. jerk 6. curb 7. sir

4. Initial Blends

Directions to student: "Many words have a cluster of consonants

at the beginning. Read each word."

49

s 4

0

-39-

Appendix D, continued

1. skunk 2. spot 3. trap 4. spring 5. brag

6. scrub 7. split 8. crib 9. shred

5. Land N, C and G Patterns

Directions to student: "Read each of the following words."

1. think 2. gold 3. child 4. strong 5. find 6. string

7. wild 8. tall 9. guest 10. cable 11. shrink 12. gem

11 huge 14. cigar

6. Magic E (Vowel Subgroup)

Direction to student: "Read each of the following words."

1. cone 2. fine 3. lime 4. note 5. plate 6. cape.

7. code 8. duke 9. tube 10. grime 11. cute

7. Vowel Combinations

Directions to student: "Read each of the following words."

1. toe 2. house 3. key 4. rain 5. pies 6. spray

7. ouch 8. throws 9. quack 10. boil 11. chews 12. suit

13. haul 14. sour 15. haunt 16. hoax

8. Vowel Sounds

Directions to student: "These words may be real words or non-sense words. Read each of them."

1. gust 2. fend 3. cog 4. plat 5. pl,p 6., mime

7. nib 8. crone 9. fume 10.. probe 11. stAtt 12. fie

13. nape 14. stafe 15. sprig 16. gel

9. Compound Words

Directions to student: "Read each of the following words."

1. baseball 7. classroom 3. earthquake basketball

10. Inflectional Endings

Directions: "Some words contain a root and an ending. Read each word?

1. rated 2. hopped 3. hugging 4. singing -5. wagged' hoping

7. riding43

r.,4

-40-

Appendix D, continued

11. Suffixes

Directions to student: "Some words have suffixes. Read each ofthe following words."

1. musical 2. faithful 3. official 4. retirement

--5. tension 6. facial 7. agreeable 8. native

9. slowly 10. simplify 11. thickness

12. Prefixes

Directions to student: "Some words have prefixes. Read each of. the following words."

1. ultraviolet 2. misspell 3. subhuman 4. unintentional

5. supervision 6. nonsense 7. inexact 8. intercity

9. misdirect 10. dismissal 11. unnatural 12. precautionary

13. Multisyllable Words

(Directions: "These words have many syllables. Read each word."

1. procrastinate 2. discrepancy 3. suspicious 4. variability

5. inconsequential 6. familiarity 7. conscientious

After the test has been administered, each pattern of responses should

be analyzed for their diagnosis of mastery and/or clinical implications

for instruction. Since each question on each subscale increases in

difficulty, the child's responses should reflect this rend. Also,

remember that as one moves vertically along the page from left to

right, difficulty increases along the sane line- indicated on the

bottom line of the test map labelled "Grade Score/ Raw Score." It

should be possible to pinpoint the child's word analysis skill

by circling the total raw score and drawing a vertical line down

the map which crosses the corresponding total score.

1 4

EMORY WORD ANALY SKILL INVENTORY 'FORM 13NAME \ AGE GRADE SEX

\\a. 1 CoN SoNAttrr DI&RAPHS

FJ

C)c.r)

02 FINAL

soc -diffs4 <re artte8LENDSICattniA105 tr` -A; li/ 131 fa_ rm.-

3 R (WOOLS

4 :T1.irrmt. BLERIDS

50 Li t+1, Ci& Wing*

o--Z~6 NfleIC E

7 VYAIEL CORUDJerrI045

caeVottrEL. Soce4DS

o

LLIto INFLEcriel EADTH6S

E-- itSuFFUESc..)

it. PKEFINES

4

C

4°5

El CI ri W/ CI

ce"

tie4.041,)k. CO fry

WG vf-, t tce

RAWSCORE 564

Lit

V 11

LS

9 COMPOUND WORDS

iftcy!")

tt-70" .(131i-11-4t4)c,NN 44'sp4

k-r)

GR*E

MucaSYLLA811.UMCSlz

It

1.3