ED 191.016

DOCUMENT RESUME

,/ § -005 621

AO/HOR 'Thorpe, W. ,Graham: And OthersTITLE . . The Burt Word Reiding Test. 1974 Revision. Manual.INSTITUTION ,Scottish Councj.l.' for Rgsearch in Educatioh:REPORT NO ISBN-0:340-20195-1: SCE -66 ,

PUB _DATE : 76NOTE 23p.AVAIIABLE FR The Scottish Council for Research in Education, 15

1St. "John St.., Edinburgh EH8 8JR, Scotland(0,9Opence) iii.

.%

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-,-_.,

Postage._._

EDRSf PRIC MF01 Plus P PC Not Available from EDRS.DESCRIPTORS Elementary Secondary Education: Guides; *Oral

0 Reading; *Reading Tests: -Standardized ;Tests: TestNorms: *Word Lists: *Word Recognition ..,

IDENTIFIERS *Burt -Word Reading Test

r ,ABSTRACTNoting that the'1574 revision and standardiZation of

the Mitt Wcrd Reading Test resulted in a reordering of .some-"of" thewords in accordance with current levels of difficulty,-this manualincludes directions for administering and(scoring the new test fOrm,.provides age and class norms; and offers: advice on the use and _

c interpretation of `The. scoreS.4Information .orstfie stazdardization andthe reliability of the, Scores is alSo given. Appendixes containcopy of tft words used in the test' and tables of norms. (FL)

.

ts%

4,

4ra

* Reproductions supplied by EDRS),a,re the best thtt can be mad *

from the original 4ocument. *

*******;:c****Io***************************************,:c******0**********. 1,

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J

s

THE BURTWORD READING TEST

U.S. DEPARTMENT OF HEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OF'

EDUCATION

THIrr-DOCUMENT HAS BEEN REPRO-DUCED EXACTLY QS. RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE.OFEDUCATION POSsITI011 OR POLICY

1974 REVISION

MANUAL

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MATERIAL IN MICROFICHE ONLY

HAS BEEN GRANTED BY

SrattLS13-CCILllaraLICW-.Rasear-rhinEdt-ton

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTE /(ERIC)."

Hodder, & StoUghtOn Ltd

The Scottish Council for'Research in Education 4

SCRE PUBLICATION 66

-f

1976 Scottishpiuncil. for R search in Educationis reserved 316:;Part of this pub]. atiol, may be reproduced

ransrn,itted in'a0,iorm orby'any eans, electronic.or .

echanical;;incitAins phoi6CO)y,_re ording, or any informationstorage and retrieval systerni.1,4itho t permission in writing from

the publish.er..Printed and bound in Great Brit in for

LI"... Hodder: and Sioughlon Educar opal, .

la divisiOn of Hodder and Sto ghton Ltd, Lon ion,by Lindsay & Co Ltd, 17 B1 ckfriars Stree:. Edinburg:. EH1 1ND

Introduction

Acknowledgments . . ...... .Chapter I: The BUrt Reading Test

Chapter II: Directions for Applying the Reading Test ....

CONTENTS

Chapter III: The 1974 Test NorniS

Chapter IV: Some Technical Notes::

Appendix A: The Burt, Readingti (1974 Revision)

Appendix B: Tables of NormS 1

INTRODUCTION

This 1974 revision and standardisation of the /Bizet Word Reading'Test has resillted in a re-ordering Rf some/of the words in accord=;

ance with the relative difficUltieg\fou d in the course of thestandardisation. This revised order is given in Appendix A(page 15). Cards containing the t t, which are sold in packets

of 20, are,pUblished by 'Hodder arid Stoughton L L. ;/,/This manual is intende for the gen , userrteachgr,psychologist etc.. It includes directions' for adMinistration andscoring, Age and Class' norms, and advice 'oni//the use andinterpretation of score

Limited information on ithe standardiSation and the reliability

of scores is also, -.Gen. 1 pamphlet giving a technical deScrip-

tion of how the standardisation was carried out, together with/ full statistical ppendices is in preparation and' will be available

shortly dire y from The Scottish COuncil for Research in,' Education 6 Moray Plaice, Edinburgh,E1-13 6DR. -)

76III

"Tbet work of starglardisatio inof an educatiOnal test is eSsentallv:;.,.

a co- operative entepprise" was how 'P E Vernon ev It:ated ,his .

,die

'( ,_pioneering study of this test in 1938. ,The.,same is ile of. the ,7 ,

present', stud -y. Indeed insofar as the sample'net wa fast:wiclef /on :this oc ,it is probably more true., The ssistance- or

.- :'co-ope, ration of people IhrOughout the ,eduCational system. ofScotla'il was required. in order to test. the larger, number of

. , / ,

children involved, and the Council waS;,l'Ortunat,6 ' in that:. all

approached responded mosi Willingly';// Thanks are' due to the Directors of Education / Headteachers

/and Teachers responsible for the pupils tested. /All were, most,., _,

helpful in facilitating access ,to the child'ren at a time of the yearwhich for many must have been particularly inconnt. Asthe demand upon school time-for studies of this nature increasesresearch workers are grateful for the continuing good-Will of the

schools. i ''' - . . .. , , ',I

/. The bulk of the testing was, organised, and carried /On( by thestaff and students of the Colleges of Edtication. If their assistance .and cOntaci with local schools had not, been, available the sizeof theStuds,-would have been much sit-faller-and the findings lessreliable:/ it is hoped that there was4suffiCient;interest in the work

itself to recompense the students, and the staff as well, for theirexpenditure of energy and time. The Council is also in.::..L.-h-...-.:d in

this aspeci-of the work to the personnel of several child iii:.:..:aticecentres;- their help with testing children in the mere rernlote

schools was invaluable. ,

The organisation of the data collection, the manager:nem: of thedata, and the statistical analysis have been the rest :-:asi-...2:i.:: of

Nir NV Graham Thorife (Research rlficer, SCRE). . 7 -:7!7:17Z J

Pollock (Depute Director, SCRE) s .--r:vised the ge7.-_:e :::-..nceIct

:If the prbject. He, also played a :IL_ or role in tE:- for:7oiat.on.of the sampling design and subsequent anal:ysis. 'In -:-;,;a::inz '.he

text of this Manual, Mr Thorpe had the stance Dr .71:c A

V

VI. .

Walker (formerly Director, SCRE) and Mr John L Powell(Assistant Director, SCRE). Advice, particularly on the form of:

...presentation of the information contained in 'this.- manual, wasprovided by Dr W Bryan Dockrell (Director, SCRE). The textwas edited by. Mr Powell.

Inevitably the , authors of this report have been particularlyindebted to Professor P E Vernon as the author of the previousmanual and standardisation gublished by SCRE. In particular

F4fthe directions for applying the. reading test are quoted v rbatimfroM the earlier manual. It is- gratifying. to note that r essorVernon still has dn active interest in the Burt test, havingrecently conducted afresh standardisation in Alberta -(Canada).

Chapter

- THE BURT READING T STThis,test, which:Was devised by Burt over fift yeIrs ago, is stilla.most useful educational tool. The secent r ort of the Bullock.Confifiittee stated that -the test as currently employed in onethird of all primary ;schools and fifteen per cent of secondaryschtiols. The test- is- also freautirdkused by child psychologists ,

.;,...,_a ,ndresearch workers."---ft--c-onsists of 110 words graded in aftproxiniate order of 'diffi-

culty nd is given individually, the child being told to read asmany words as he can, at his own. speed. Be continues until hehas at empted and failed at _least IQ consecutive words: it is

then presumed that the remainder are too difficult for him, but. he is allowed to look aheac and pick out another. words he

.... .

'f0;

think he can manage. Frccan spontaneously prerbe immediately c;:"idence produ 0,2d 1.

rmaic

the test a_Triears :ore or valiL some

:.Jrthiatiuns ma: s; zit

.enablepo:nt out t!fn class we m:;ht c:the tc 1 -;

that the s lro--!7%-onouncin,,:is one o iitie leak yr.--*sjleed, fit2,'ney aid co:,

nurmbei- of

!, A Language , or Lije, HMSO4426. The surv'y was confined to

4-- are not available.

the total number of words whichlnc without error his reading age

9 he norms Provided.-)f researc:n has shown thathave little weight. At first,

o rt and simple to be eitherthat several of the correct

::fiance; that the child wouldlater occasion: Some wouldhave been recently covered

.,:kby many factors other thanAnd many would object

::its= upon which the test dependsaspects of reading -ability; that:ion 'are entirely omitted by it.

s is sufficiently gredt to cancel out-

.1975 (ISBN 0 11 2703267), pages 381 andEngland. Figures for Scotland and Wales

tb

2 THE BURT READING TEST _ - -

the chance factors which might help or hinder the pronunciationof a few individual words. The test has a high degree ofreliability, and produces scores 'which correlate well with othermeasures of reading abilityie, it has a satisfactory validity.

The test possesses additional value, both for the teacher andthe psychologist*, in that it is an individual c:7e.. The child'smanner and voice may give usUul hints as to 's nervousnessand tension or confidence and. social adjusts . ;

or carelessness, and his. persistence when \wi'' diffi-culties. Furthermore, the main types of error 11, :_ward-reader makes will help in a preliminary diagnoL. , !ti lily.Nevertheless, the teacher must realise that L-ad -orespecific to is e required to identify the probler..1 facec.' 1r :his -

type of child.tThe 1974 revision of the BuEt Test has not or jade._ ....43-to-

date norms (see Chapter III) but a revised .-d orccr thattakes into aceount changes that have occurre the retatiye_difficulties of the ,Words. .Additional info:771a ,;Rp on there-ordering of the words is given in Chapter IV, Se:, 3.

..

t See for example -Special. Provision /or Read;NFER. 1975 (ISBN 85633 0639).

vid Moseby,

Chapter II

DIRECTIONS FOR APPLYINGTHE READING TEST

Surroundings 4

The surroundings should preferably be quiet -and free fromdistraction.

Co-operation .

If the child is clearly in a nervous or abnormal emotional cod-dition, the tester should try to put him at his-ease by appropriate,.conversation. He should be encouraged throughout, and hisperformance praised. The word "test" need not be mentioned,

nor any suggestion, made as to its difficulty. If, however, heshows obvious carelessness, grcater accuracy may occasionally -be suggested, preferably at the end of a set of 10 words. Asuitable opening gambit might be"I wanttlto see howwell- you

can read these words to met."

Procedure -P,

The child is given the printed list and (if aged 9 or less) told toread from the, beginning, at his own speed, across thkines, Ifhe reads too quickly for his responses to be recorded, he may be 'told to _slow. down.' He should continue until he has failed atleast two lines-(10 words) in succession. Older children, or thoseknown to be superior readers, may be started'somewhat further

"\<_ on in the list. But, if they make any mistakes in their first two

to ensure thathey will not be credite"with a y words whichlines, they should be taken back to an earlier pai oPlines, so as

o 'd

they cannot actually read. 'Some teachers, especially with youngchildren, may prefer to hold the card themselves and use a mask . A

-to hide. the more difficult words from the child. Each line canthen be uncovered as,it is reached. 4" r-

11,

4 DIRECTIONS FOR APPMING THE READING TEST. .

In general; prompting shouldlnot be given, nor shouldthe childbe told when he is wrong; for each word is to be regarded asread correctly only if done- so spontaneously. But the procedureshould be governed by die 4ild'S subjective attitude. If heappears saiisfied with an erroneous pronunciation, then he mightbecome discouraged if told his mistake. On the other hand, ifhe is clearly unable to' pronounce a word and seems dissatisfiedand desirous of help, help may be given; such a wad should ofcourse be counted wrong. In any case the test should never beturned into a lesson on how to pronounce difficult words. Thetester's record sheet should be kept opt of sight, and the' recrii'd-ing of responses should...be inaudible, both because the childmight change his mind and produte the correct pronunciationif he knew that his first attempt _was wrong' , and because thenoiseof heaVily writt1 X's, or the sight of a succession of them,might discourage hi

Self-corrections shany hint' from the Itinstance, "palg,tt offor himself which. Ybe demanded if thewas correct. Guessito guess rather thshould 'make somereached his limit.shies at them, or Iseems to be fatigu,difficulty, but someIn such cases, whenthe reading of eyetester should pointthree lines have bmay be encouragedwhich he might knO

PronunciationIt should not be diwords ,in the scale'

suld be accepted if they are produced withoutster. If the child is uncertain and says, for

pallest", then he should be made to decidersion he p-refers. Repetition of a word maytester is uncertain whether the first attemptg is allowed; indeed he should be encouragedn omit words of which he -kx unsure. Heattempt at every word until he lids almosthen !occasional words may be left out if heakes protracted and hopeless efforts, and. The words are in approximate order of

hildren may succeed and fail very erratically.the child seems to be getting near his limit,y word may be discontinued; instead theo each word and ask if he knows it, untilen traversed without any success. Or heo look ahead and see if there are any others

cult yi determine whether or not the easierre pronounced correctly. The consonantal

.MANUAL WORD READING TEST . 5

and yovet sounds must be approximately correct, but may of

course/fhe modified in accordance with local dialectand the

correct relative stress should be given to each syllable. If achild rza).1.s a polysyllabic word fragmentarily, with equal stress

on/eac segarate syllable, then h9 must also say the word as a

whole with the right stresses before it is credited to him.:/ But

pedantic accuracy should not be expected.

/ Calculation of the Reading Age

/ The calculation of the reading 'age has been simplified by the

provision of Table 1 -in the following chapter. For example, a

child scoring 41 has a. reading age of 7 years 5 months, and one

scoring 88 has a reading age of 11 years 8 months.'

Interpreting the 'ResultsTeachers and psychologists will need no reminder that withinany 'classroom there is usually a wide distribution of ability in

any skill, and that it is only the ``average" child who has a reading

age exactly equal to his chronological age. Discrepancies betweenthe two, if large, require further investigation. Users of the test

are ,a.lso reminded that every test, and especially an individual

test of this type, has a certain degree of unreliability. In this test, inIv1,9 cases out of 20, ore may be confident that, hen the test has

been properly administered, the reading age o tained will be not ,

more than 6 months in error in either direction. Technical

information concerning the reliability of the- 'test is given in Chapter

IV, Section 2. .".

;

-Cha

..--'. ,/"--pter.III .

*

THE 1974 TEST NORMS. .

-. ,

The material for these norms wasobtained from the testing in June

1974 of abodt 2,200 Scottish children spread evenly over theseven years of the primary school and representative of all

hildren at these stages in education authority schools. A noten the standardisation sample' appears. later (see Cliapter IV,

Section 1). . -'. ..

The norms are given in two forms, the first relating the score

of a child to tilt of others of given chronological-ages. (Table 1),

the second relating his .score to that df others in his year group...

in primary school (Table 2).

Reading AgesTable 1 gives the reading age appropriate' to each score. In it,

. entries are in -years and months, eg.6,7-.. reprekented 7 years5 moriths'and not 71 years. It will be4 jved,ithat the Iowa

,entry is fo'i- ages -6.4 years.' Consequeritly7'4 -e Re Age Norms

cannot be used for Primary. 1* and are of rekritte tility for`Pyrimary';`2 since pait of 'the class, even at the end of t ear,

are likely to have scores of less than 27 and therefore real gA .

. ag ;below 6.4 years by an unknown 'number of monthecl that, no attempt should . be made to use the

s for Primary 1 pupils even when their scores,, .

rice the reading' ages -that would be obtainedbk:Miiledding. The Class Nornis, whichte

. wever, suitable for' use witlalzryk 1/ . .

a' ..,i es,- (Ap explanation of wriy gea ing gerfrt I

1 Norrns:;hal! , ."e'en: given for Reading Ages beloW 6.4 years

and Of wire ', nignis are unsuitable for Priniary 1 Children isa- , Vgts ''; liveli-inchaprer? - ction 4.) ..

.i,- I-- e'V-. . , ... By Prithary Psis (meant the classoto wfiieh pupils are normally first

asImirted at the a -of five. (In Scotland the seven years. of primary(schooling are ilesignafed PI-P7.) .

I

12

O' ,

.'41111,1

I ''' t: i'i ':i',"'

,,TAB` 1 ..4'. ,

4, ,

',,NORMS FOR THE CONVERSION F RAW CORES INTdEQUIVALENTREADING AGESI

. . ,I

Score.,

R.A.

Sco,N 131 32

R.A. . 6,8 6.9. 6.10

27 28 29 30

'6,4, 1 6.3 6,6 ' 6,7

34 '35. , 36`' .37 38. 39 40

6,10 6.1;1 .7.0 7.1 7,1 7,2 7,3

5,

Score '1 41 42 43 44 45 4b 47 48 49 50

'R.A. 7,5 7,6 7.7 7.8 . 7,9% 1,10 7.11 8,o 8.2'. .8.3

Score

8A

4 ,

52 53 54 '55 t56.

8.5 8.6 8.7 8,91 1,10,

c'Score . 61 162 63

R.A. 9.3. 9,4 9.6

58 59 60

8.11 9.0 9.1 9;2

65 ); 66 67. 68' 69 . 701 .: ,

9 8' :94 9,10,. 0:,' 9,11 .4. ,10,0. 10,2, ,

., ':Score ', 71 'il , 72 ../3 ; 74 75',i . 16 17 7i3 79 ';'' ' 80 ''''') R. 10.3 n 0.4 . [0.5 t0.6 10.7 19.q 4: 10.10 ':710.11' i.1,0 t 11,1

,81 .82 .83 , 84 --''85-------. 86 . 7 ' 88 , , 89 .90

.A) .: 111. , 11;34 11,4%; \' ,. 1;1,6 11.1 . . .2 ..11.8. 1 .9 1.1.10,., )1,1; S,2,0i I. . 1 . ) it ,

0 tN"oteF

(q Thist4le is suitable lor use only with children in Primary 2 or above. 1t should not beved f or riP 1

(2) ?lly, Primary Ills meant the.elass to whiCh pupilpie normally first achlitted at te age of five, (In Scotland seven years of

,primary schooling are designated PAP.7,) I

(3) The notation 7.5 stands for 7 years S months not 7 years6 Months,'

1

1 ^7

(- MANUAL, WORD READING TEST

Class No/MsThese norms relate the performance Af a child to that of

Scottish pupils in the same stage in their primary course. Theyare given. 1.11, the ram of percentilesLeg, the erktry 51 under 90%

for Primary 2 indicates that 90% ofthat clas§ Mrctegtord:below,-

or at most equal to, 51. 09Iy 10% made scores oyer 51.(See page 9.)

. It most be.thoted that these scores represent %the, positioh at

the end of the school year. At the beginning of the school year

the figurckafor the end of the previous school year -provides the

best estimate. Although,figuris forIntermediate times-in the school

year can be estimated, these are subject to error. Those,who none-

. theless wish to make such estimates should fist consult ChapterSecfron 5.

)

Natidriji and Local NormsAkI5reviously indic9,ted, both sets of norms are based on a

representative sample of ;Scottisir-c'hildren. .The standtirds in

tEdgiish and Welsh schdols and in particular :- re of Scotlandmay 'well differ frortt;them, and teachers and iMchOlogists in

these areas shoUld 'bear this hi mind. No guidance can be given -

froth the data regarding/6e extent of tlle differences. However, .

there hltve bepn other standardisations in 'recent years establish-

( ihg norms for particular localities. The most recently'repoAed

' set of local norms in England are those for Cheshire.* t

AN

* Data for Cheshire are given in "A Restandardisation of jhe Burt-

and Schoneli Word Reading 'rests" by E Shearer and R Apps,

.Educatiotzdl Research. 18.1 (Nov 1975) pp 67-73.

f Sct 'ago P E Vernon "A Restandardisation of the Burt - Vernon.Graded Word Reading Test", in The Westerp Psychologis't, iv 3, 1973.c

14

6

t.

IRII

Stage of Schooling

End of Primarytne

End of Primacy Two,

05 End ofirpary Three

4End Primary)Four

Ed of Primary Five

EA of Primary Six

End of Primary Seven

g

I.

TABLE 2

TSS NORMS

4fi

Lowest

score10%

I

Rercentile ,corts fat Schaal Year roufs

' ogcfher with lowest and higheshrkcorEs

20% 30% ,a40% S0! 60% 70% 80%

's$

15

25

#25

130

40

4

1- -.

14

30 a

42

4,9

62

4

20

36

50

60

72

4

6

24

X40

44

,p581

67

80

,9

28

43

50

62

72

12

31

46:

56

67,

77

88

a

15

34

61

72

82

92

A

19

55'

77

196

24

43

61

71

82

92

99

90%

32

51,

;74

/75'89

97

11)2

Highest

score

78

90,

95

100

105

108,

0

SOME TECHNI

/(1) The SanipleAfter Burt's original stand rdisation 6f the test on Loadc.,..

children, as described id- hi Rental and Scholastic Tests,* thetest was festandardised by E Veinont in 1438 on .a sample ofGlasgow children, numbering aikut l',000, and then in 1952- by

H H Thomson** op/ sample of Edinburgh children, number-/mg about 6,300. /

The 1974 "standardisa, differs from those pre.c,eding it in

that it is based on a national sample of pri ary classes drawn

from the whole of Sgotland. Special schools for handicappedchildren, and grant- 'cled and independent schoo s were excluded;since.sless than 4 attend such schools, the sample representsthe vast majorit of Scottish primary school children.,

The` sample was intended to include apprOximately 300children in , the seven- years' Primary One to-PrimarySeven of, th Scottish system, giving an average orn for eachmonthly,age-group and a sampling ratio: of 1 to 300. The sampleof classes was a simple random one.v This procedure was, deigned

to yield a representatiV? sample Of Scottish" primary, schoolchildren. .0e.

Retu?ris were :received from all but six of the 168 -Classes

initially chosen. There were Valid reasons for lick of data fromfour of. the six; two of them used, the initial teaching alphabetanfl were consequently unsuitable, two were 'small schoqls whichhad no children of the required age. In The other two cases thedata were not available. 1 .

* C Burt, afoul and Scholastic TeIts (King, 1921). ,t The Sta dardisation of a,Graded Word Reading Test: P E Vernon(

Publication II of the S-cottish ,Council ;for Research in Education (ULP,1938).

** A Stud of some of the Causes of Failure or Success in Readin,Matilda H Thomson iBEd Thesis; Edinburgh, 1954).

16P 11

//

SOME TECHIqi it,

:-.(2)'Reliabilily of the TestStatistical tests indicate a level of reliability for this test even

higher _Than that found by Vernon' IheEcorrelationbetween splitiharves.of .he test yields :a coefficient'of P975 andthe application of the kuder-RichaydsoulFormula 20 yields"oneof -971. .

It should be noted however that. -even a test of such highreliability has an error of measurement:: Thus a readiffg ageobtained using this/est is,, at the 95% evnl of confidence,*likely to lie'within six months of the pupil's .ue", reading age.This means that.phen the,' has been p .-ly admi4stered

tamed reading age is Onlikely to be r ' An six monthsin error.

(3) ,Revised Tder of, WordsIt was easy to demonstrate-that the order of difficulty of some

of the words had changed over the years; it was not ,so clearwhaf/'Would.'be the, best.. criterion for deccling..thi new. order?The kernel of the problem was thal the re_ative difficulty of the,words depended on the ages of the childr_tri reading pent;( theorder based on the total group of children was not the sable asthat perceived-by, for example, children in Primary Two The..solution.eventually adopted was, to order; the words according to,their difficulty as seen by that age grouVfOr. Whorrl they weremainly relevant. Specifically, the. firse. thirteen Words wereordered by the. performance of chil&en in Primary One, words14-19 by reference to both Primary 'One and Two, Words 20-49 y .

by referencelo PriparyTwo alone, and. so on. The final,resiklt ,

of this process is the order given in Appendix A,

, 4..

Notem Revised Word OrderThd list below iskif those words which have shifted in , position f

by eight places or 'm'ore: (The size of the shift is given. in'paren'thesis:after each woird.)

,.

r 1E, iD_19 cases :ciui:OP9,F. '4... *

1

N oh, 1, aster that previously Now tnore difficOthan previously:

.,,

'r frigerat r (28) glycerine (25)

e. te'rgen y (28)* 1 perambulating.(16)

. e4cycl Paedia (27)' melancholy (15)

event (15) perpetual (12)

/ srit (12) labourers (11)'. ott, (11) commenced (9)u pipe (11) , fatigue (9).

,641.00gy (8) trudging (9),

iCro.seopical,(8) D exorbitant: (9) /binocnlar (8) cOnstitutionally.1(8)

my. (8)... / '. just (8) ',,

.

, 4 an (8) .

v - tir

A shift,of 8 swords is the equivalent of 91 months of reading ge;I words is equivalent. to 21 years.' These changes are br adly

milar to thOse foundi by. Vernon in Alberta:and by Shea er and

p4 in Cheshire.,

(4) Restricted likinge of Reading Age NOrrns ,.(.44. ,

It has already been explained do Page 7 that Reading Age Normshive ncu been provided foi or.ps of less than 7 (ie, for areading age obleis than 6.4...years):4/The reason f r not doing so ,

is that- fit ,the StandardisatiOrr datala marked dis ontinuity in the //

relationshiP'between score and reading. age w found to occur/

?wore iniinigh'iOgetlier in SteV(ie in a linea relationship) frotibetwe n";60.4 "Years and 6.3 "Ors. Wherea reading age an

/

12:;0 to 6....eyears at a, rate of aAproXim tely/ 88 words per

month, thin

t .gradation from 6.4 to 6:,3' de* i marked. y a

decline core of approXiMeitelY 8vor s. Thereafter, f thew"

° r:younger ages, 4he'selationiK is almo iestored' at the lower .,,,, ,

V

MAINUAL WORD READING TEST .

with a\ratevof decline in seotie oE y. proximately 1./ words

per monthj';The reason for this dis ntinuify is prob bly thatwhereas the .majbrity of pupils age :4 year at ,.the ti .;

testing had- cOrnPldi,t.ed2 years of schooling, the majority of those

aged 6.3 yea bars cP. completed hlY one year's schooling./ Itwould,appear:that, 'at this early age in pupils' schooling, length

of schooling liar an effect7 on vel'of _reading Lattainnient that

14 SOME TECHNIC

obscures that of age. If thiswhich the 'discontinuity would':to .the choice of month in /thedardisation. In view ortjti influerh.factors affecting the reading agetion, it was thought wise to with},part of the oArall range,where the:,

(5) Use of the Class 'Normssession

It .has,.been pointed out ,on pagein this trintiat4ere. obtai 'ed during 11 testipg_.:_ducted in the month" f J ne. The Liass. Nor:-confect oily for 'this.stagein4he 'school session. Ale beginningof 'a school, session ..the use of the norms for end of theprevious seSsiOn, would. be give rise co .7i-ious error,but users may wish to estimate .acizAiate :iir points in

I 'time during the .school session:- If iin .even r. el growth in.attainment is assumed to occur throughout th,i ession

Iintermediate values. can,/ten

course, be.'calculatt ab.erageinorithISI growth oveck,the /ten months Oftheschoi Since,'however, growth in attainment riay not., in fug 7-)e uniform,such interpretations:shot/1d be Blade with caution.

It is important to not that the Reading Age'Norms are freefrom this difficulty and/ may therefore be used directly at idly,point in he' school sessiOn.

other

NOTES

ti . atre..ited

ig itit the :;tan-.:se- ibly otherled tt indardisa-

ing. in.that-.row ing.

q.e Schoolthe e;.

tt the 'providedaline con-

tri; therefore

A

APPENDIX A The Test Card a actual sizOl

to is up ;le

for my . in one c

big soma- his

went ;bOr..:7,1r

just day

ino told

nurse carry

journey terroi

beware explore

seriouS'. domine

emergency event's'

formula) -O: scarcel

circumstances_ sdestitrudging refris ator

motionless -' ultimc.e cr:

economy, theory hu

autobiographyefficiency'

ti

'influential atrociousmicroscopical contagion

phlegmatic melancholy

alienate^ ' phthisis

:excesdvels,

unique

NAME

"OF TEST

DATE OF BII4H

an

girl water

pot things

now sad

village scraml;le

twisted' shelves

projecting tonguebelief . Idncheon

nourishment fringe

cornipenced overwhelmed

labourers exhausted .ircmc encyclopaedia apprehend

retuq-i"

nown

n _ re

champagneperpetual

fatiguefi

renown

palpable

poignancy_

reputation binocularph .oslopher 'contemptuous .

perambulating .

glycerine'terminology

.4 mercenary'

exorbitanthypocritical

eccentricity*gradating

physicianfallacious

constitutionallysubtlety

THE BURT WORD READING 7=.3T (1974 REVISION)

SCORE

READING AGF ;

MENTAL AGE(IF-KNOWN)

b.

EXAMiNER'S'INITIALS

0L

AP ENDIX B

' TABL S OF NORMS.1

TABLE.I

JiORMS.FOP THE CONVERSION OF RAW SCORES INTO EQUIVAr,

SCOT.'

Sco. 31 32 33 34 , 35 36-R., 6.8 6.9 6.10 6.10 6.11 7,0 7.

See 42 13 .44 45 46

R.A 5 7. 7,7 7.8, 7,9 . 7.10

Sec): 53 54 55 56

8.6 , 8,7 8,9 8.10

*

n ,

Scor 6, 6-, 66

;111'4

9(),

RA. ',), 9,' ''. 7 9.8 9.9 $ .i,.

1 \71

iSc dr b, 74 175

76 77 78( -2

.

Rh . 10.3 'OA ' .) 10.7 10.9 10.10 1011 . i

core)

.i.1. . , 1

.84 ' .88

1.1. ' 1.: 11.4 11.6 1,1.7 11.8 ...) 11,IC

Note,

(1)" JUL wiihchildren in Primary 2 or Ave, It should not be use for Primary

,(2) By I is to wfhich pupils are 11,ormally fist admitted at the age 0 live. cm Scot,

.::1031ing

(3) The n on 7$ si 7 years 5"months not 7 years 6 months.

. 1

1

1, ,

.

..\...,

. 2.1H

.4'(

. ,

4

10.2

4-

I 1,1'

90.

12.0

...ars c:

11.

9.

rti

YN

flige of School

flc4f Primary One A

End of Primary Two

End of Primary Three

End of Primary Four

End of Primary Five

End of Primary Six

End of Primary Seven

st

Fore

15

25

30

40

10% 20'

Ir

2

114

42

62

r School Year'Glour

la, les litor,

50%' 60%

?,4 31

36 41()46

'40 56

50 61 67

60 67 t 77

72 80 L8L. 88

1/4

-15

34

50

61

72

82

7'

IOn

6

of

90%

320

45

xS

89

102

score

60

78

(10

95

101

105

'

1

7

rti

Or

SCOT'T'ISH COUNCIL FOR RESEARCH. IN ,r

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