Nonword Reading Test Test Booklet

Reading with comprehension demands accurate word recognition, which depends crucially upon good phonological awareness and phonic skills. The Nonword Reading Test is an easy-to-use diagnostic test based on nonwords which conform to common and acceptable letter-sound correspondences. Nonwords are used because - in contrast to real words - they are equally unfamiliar to all pupils. They thus make a comparable demand upon all pupils. The use of regular word structures means that in order to produce the combined sound of letter strings, the pupil must use phonological decoding. The test therefore yields a measure that is independent of sight vocabulary, and provides a better and fairer assessment of the vital skills which underpin word recognition and functional literacy. Two equivalent Forms A and B allow you to assess progress over time. The Nonword Reading Test is an individual test for pupils aged from 6 to 16+, and takes just five to ten minutes to administer. At the earlier stages of learning to read, the test will help to identify pupils who are slow to establish phonological decoding skills. With dyslexic and older pupils who are reading below the level for their age, the test will help to define the extent of phonological problems and the special provision that such pupils are likely to require.

A useful guide to best practice including reviews of the latest and most helpful tests available. In Part One, contributors discuss the theory of reading assessment including issues such as screening, legal aspects, memory and visual problems, computer based assessment and the dyslexias. Part Two contains the review section where experts give comprehensive reviews of named tests.

This is an updated and redesigned edition of the teacher's manual which accompanies SPAR (spelling and reading) tests. These tests provide a complementary approach to the group testing of literacy at ages 7-9 years. Please be advised that orders of these tests are restricted to schools/institutions only. Please supply an institutional address when you place your order as we are unable to fulfil orders with a private address.

Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.