Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Psychoeducational Assessment
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Berninger, V. W.
Right arrow Articles by Alsdorf, B.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Are there Errors in Error Analysis?

Virginia W. Berninger

University of Washington

Barbara Alsdorf

University of Washington

This study examined (a) developmental changes from the end of kindergarten to the end of first grade and achievement group differences (top, middle, low) in errors on visual language tests (which involve letters or word-like stimuli, but do not require reading or spelling) and on auditory language tests; (b) relationships between these visual and auditory errors and spelling errors on a computerized test of written reproduction at the end of first grade; and (c) relationships between achievement group, stimulus type (phonically regular and irregular words, nonsense words, letter strings), and error types (omissions, substitutions, transpositions) on the computerized test (N = 27). Of 56 coded visual and auditory errors, 21 showed significant developmental changes and 11 showed significant achievement group differences. Only one error type - reversals - was correlated across two different tasks. Level of performance on visual and auditory language tests was correlated with level of performance on spelling achivement, but specific kinds of visual or auditory language errors were not, in general, related systematically to specific kinds of spelling errors on the computerized test. The interaction between achievement group and error type was not significant, but the three-way interaction among achievement group, error type, and stimulus type was significant. Although the computerized test showed a relationship between errors and information processing, the psychometric test results suggest that visual and auditory errors may not reflect stable, valid information processing constructs that ex- plain spelling errors. Clinicians are advised to use error analysis cautiously until its reliability and validity for psychoeducational assessment are demonstrated.

Journal of Psychoeducational Assessment, Vol. 7, No. 3, 209-222 (1989)
DOI: 10.1177/073428298900700303
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 REVIEW OF EDUCATIONAL RESEARCHHome page
K. M. La Paro and R. C. Pianta
Predicting Children's Competence in the Early School Years: A Meta-Analytic Review
Review of Educational Research, January 1, 2000; 70(4): 443 - 484.
[Abstract] [PDF]