| Woodcock-Johnson (Revised) |
| Letter-word identification |
W score (mean of 500 for 5th graders) |
| Passage comprehension |
W score (mean of 500 for 5th graders) |
| Word attack |
W score (mean of 500 for 5th graders) |
| Reading vocabulary |
W score (mean of 500 for 5th graders) |
| Reading comprehension |
W score (average of PC, RV) |
| Reading skills |
W score (average of LWI, WA) |
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| Economic Self-Sufficiency |
| Parent years of education (ESPIRS items) |
Values are 1-18 (years of education) |
| Parent GED (ESPIRS items) |
Values are 0-1 (no/yes to HS diploma or GED) |
| Parent employment (ESPIRS items) |
Values are 0-1 (no/yes to employed) |
| Annual household income (ESPIRS items) |
Values are 1-8 (categorized income) |
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| Parent report of literacy at home |
| Variety of parent reading at home |
Values are 0-12 (high = more reading at home) |
| Variety of parent writing at home |
Values are 0-11 (high = more writing at home) |
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| Parent-child reading |
| Read to child daily |
Values are 0-1 (no/yes) |
| Amount of reading to/with child |
Values are 0-3 (high = more reading) |
| Variety of reading to/with child |
Values are 0-5 (high = more variety in reading) |
| Quality of reading to/with child |
Values are 0-5 (high = better reading practices) |
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| Literacy resources at home |
| Number of books child has |
Values are 0-5 (high = more books) |
| Variety of non-print resources at home |
Values are 0-16 (high = more non-print resources) |
| Variety of print resources at home |
Values are 0-5 (high = more print resources) |
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| Parent support of child's school |
| Parent participation in school activities |
Values are 0-12 (high = more participation) |
| Parent opinion about school |
Values are 0-14 (high = better opinion) |
Notes: For this evaluation raw scores were converted to W scores which are a transformation of the Rasch ability scale. W scores are equal-interval scores, centered on a value of 500, which is the approximate average performance of beginning 5th grade students.
Table reads: The Woodcock-Johnson letter-word identification subtest was administered to parents; the analysis variable was a W score.
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