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The Woodcock Reading Mastery Test

Impact of Normative Changes

Hye Kyeong Pae

Georgia State University

Justin C. Wise

Georgia State University

Paul T. Cirino

University of Houston

Rose A. Sevcik

Georgia State University

Maureen W. Lovett

University of Toronto

Maryanne Wolf

Tufts University

Robin D. Morris

Georgia State University, psyrdm{at}langate.gsu.edu

This study examined the magnitude of differences in standard scores, convergent validity, and concurrent validity when an individual’s performance was gauged using the revised and the normative update (Woodcock, 1998) editions of the Woodcock Reading Mastery Test in which the actual test items remained identical but norms have been updated. From three metropolitan areas, 899 first to third grade students referred by their teachers for a reading intervention program participated. Results showed the inverse Flynn effect, indicating systematic inflation averaging 5 to 9 standard score points, regardless of gender, IQ, city site, or ethnicity, when calculated using the updated norms. Inflation was greater at lower raw score levels. Implications for using the updated norms for identifying children with reading disabilities and changing norms during an ongoing study are discussed.

Key Words: Woodcock Reading Mastery Test (WRMT) • reading measures • reading disabilities • normative changes • systematic inflation

Assessment, Vol. 12, No. 3, 347-357 (2005)
DOI: 10.1177/1073191105277006
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