The Validity of Retell Coding Procedures in Elementary School Students with Dyslexia

Identifier

91

Author

Rachel Elizabeth Waters

Date

2016

Document Type

Honors Thesis

Degree Name

Bachelor of Arts

Major

Psychology

Committee Chair

Beth Meisinger

Committee Member

Randy Floyd

Abstract

This study examined the psychometric properties of two common frameworks for scoring retell data, those based on clauses, and those based on idea units, using a longitudinal sample of 36 third- and fourth-grade students with dyslexia. Results from the clause-based and idea unit-based scoring frameworks were compared to two standardized, norm-referenced measures of reading comprehension (i.e., the GORT-5 and IOWA Assessments). The two scoring methods were found to correlate robustly to one another and both were sensitive to growth across the year. Both scoring methods of the retell measures also moderately correlated to the criterion measures of reading comprehension. However, retell may not accurately classify struggling readers. Lastly, trends in the retell data across reading modality (oral versus silent reading) suggest that additional research is warranted.

Comments

Undergraduate Honor's Thesis

Library Comment

Honors thesis originally submitted to the Local University of Memphis Honor’s Thesis Repository.

Notes

Data is provided by the student.

Recommended Citation

Waters, Rachel Elizabeth, "The Validity of Retell Coding Procedures in Elementary School Students with Dyslexia" (2016). Honors Theses. 55.
https://digitalcommons.memphis.edu/honors_theses/55