Nonword reading tests: A review of the available resources

Danielle Colenbrander, Lyndsey Nickels, Saskia Kohnen

Research output: Contribution to journalReview articleResearchpeer-review

Abstract

Response to Intervention (RTI) models of reading instruction have received much attention in the literature (Fuchs, Mock, Morgan, & Young, 2003; Hosp & Ardoin, 2008; Justice, 2006). Such models call for frequent and high-quality assessment of students' skills. One skill that is vital in the process of learning to read is the ability to sound out letters and blend these sounds together to produce a word. According to Dual Route models of reading (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), these skills comprise the sublexical route to reading. This is best assessed by tests of nonword reading. In this article, 17 tests of nonword reading were reviewed in light of RTI and Dual Route models. The aim of the review was to determine the best available nonword reading tests for use at the Tier One and Tier Two levels of intervention, and the best available nonword reading test for diagnostic (Tier Three) purposes. The review determined that several good-quality tests of nonword reading, suitable for assessing the general functioning of the sublexical route to reading (at the Tier One and Tier Two level), are available, but that no test of nonword reading is available that fulfils all of the desirable criteria for a Tier Three, diagnostic assessment.

LanguageEnglish
Pages137-172
Number of pages36
JournalAustralasian Journal of Special Education
Volume35
Issue number2
DOIs
Publication statusPublished - 2011

Fingerprint

resources
diagnostic
learning to read
reading instruction
justice
ability
student

Bibliographical note

A corrigendum for this article exists in the Australasian Journal of Special Education, vol. 36, issue 2, p. 196. DOI: 10.1017/jse.2012.9

Cite this

@article{4a3d024e2e694d8cae3caac8f839e92f,
title = "Nonword reading tests: A review of the available resources",
abstract = "Response to Intervention (RTI) models of reading instruction have received much attention in the literature (Fuchs, Mock, Morgan, & Young, 2003; Hosp & Ardoin, 2008; Justice, 2006). Such models call for frequent and high-quality assessment of students' skills. One skill that is vital in the process of learning to read is the ability to sound out letters and blend these sounds together to produce a word. According to Dual Route models of reading (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), these skills comprise the sublexical route to reading. This is best assessed by tests of nonword reading. In this article, 17 tests of nonword reading were reviewed in light of RTI and Dual Route models. The aim of the review was to determine the best available nonword reading tests for use at the Tier One and Tier Two levels of intervention, and the best available nonword reading test for diagnostic (Tier Three) purposes. The review determined that several good-quality tests of nonword reading, suitable for assessing the general functioning of the sublexical route to reading (at the Tier One and Tier Two level), are available, but that no test of nonword reading is available that fulfils all of the desirable criteria for a Tier Three, diagnostic assessment.",
author = "Danielle Colenbrander and Lyndsey Nickels and Saskia Kohnen",
note = "A corrigendum for this article exists in the Australasian Journal of Special Education, vol. 36, issue 2, p. 196. DOI: 10.1017/jse.2012.9",
year = "2011",
doi = "10.1375/ajse.35.2.137",
language = "English",
volume = "35",
pages = "137--172",
journal = "Australasian Journal of Special Education",
issn = "1030-0112",
publisher = "Australian Association of Special Education",
number = "2",

}

Nonword reading tests : A review of the available resources. / Colenbrander, Danielle; Nickels, Lyndsey; Kohnen, Saskia.

In: Australasian Journal of Special Education, Vol. 35, No. 2, 2011, p. 137-172.

Research output: Contribution to journalReview articleResearchpeer-review

TY - JOUR

T1 - Nonword reading tests

T2 - Australasian Journal of Special Education

AU - Colenbrander, Danielle

AU - Nickels, Lyndsey

AU - Kohnen, Saskia

N1 - A corrigendum for this article exists in the Australasian Journal of Special Education, vol. 36, issue 2, p. 196. DOI: 10.1017/jse.2012.9

PY - 2011

Y1 - 2011

N2 - Response to Intervention (RTI) models of reading instruction have received much attention in the literature (Fuchs, Mock, Morgan, & Young, 2003; Hosp & Ardoin, 2008; Justice, 2006). Such models call for frequent and high-quality assessment of students' skills. One skill that is vital in the process of learning to read is the ability to sound out letters and blend these sounds together to produce a word. According to Dual Route models of reading (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), these skills comprise the sublexical route to reading. This is best assessed by tests of nonword reading. In this article, 17 tests of nonword reading were reviewed in light of RTI and Dual Route models. The aim of the review was to determine the best available nonword reading tests for use at the Tier One and Tier Two levels of intervention, and the best available nonword reading test for diagnostic (Tier Three) purposes. The review determined that several good-quality tests of nonword reading, suitable for assessing the general functioning of the sublexical route to reading (at the Tier One and Tier Two level), are available, but that no test of nonword reading is available that fulfils all of the desirable criteria for a Tier Three, diagnostic assessment.

AB - Response to Intervention (RTI) models of reading instruction have received much attention in the literature (Fuchs, Mock, Morgan, & Young, 2003; Hosp & Ardoin, 2008; Justice, 2006). Such models call for frequent and high-quality assessment of students' skills. One skill that is vital in the process of learning to read is the ability to sound out letters and blend these sounds together to produce a word. According to Dual Route models of reading (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), these skills comprise the sublexical route to reading. This is best assessed by tests of nonword reading. In this article, 17 tests of nonword reading were reviewed in light of RTI and Dual Route models. The aim of the review was to determine the best available nonword reading tests for use at the Tier One and Tier Two levels of intervention, and the best available nonword reading test for diagnostic (Tier Three) purposes. The review determined that several good-quality tests of nonword reading, suitable for assessing the general functioning of the sublexical route to reading (at the Tier One and Tier Two level), are available, but that no test of nonword reading is available that fulfils all of the desirable criteria for a Tier Three, diagnostic assessment.

UR - http://www.scopus.com/inward/record.url?scp=84855291185&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/record.url?scp=84872259962&partnerID=8YFLogxK

UR - http://doi.org/10.1017/jse.2012.9

U2 - 10.1375/ajse.35.2.137

DO - 10.1375/ajse.35.2.137

M3 - Review article

VL - 35

SP - 137

EP - 172

JO - Australasian Journal of Special Education

JF - Australasian Journal of Special Education

SN - 1030-0112

IS - 2

ER -