Percentile Norms for an Early Reading Assessment in Malay
The study aimed to develop percentile norms on early reading proficiency among young elementary school children. These percentile norms were derived from a suite of early reading assessments in Malay administered to 866 Primary One (Grade 1 equivalent) school children from multilingual and multi-e...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
UNIMAS Publisher
2022
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/38877/1/percentile%20norms1.pdf http://ir.unimas.my/id/eprint/38877/ https://publisher.unimas.my/ojs/index.php/JCSHD/article/view/4469 https://doi.org/10.33736/jcshd.4469.2022 |
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| Summary: | The study aimed to develop percentile norms on early reading proficiency among young elementary school
children. These percentile norms were derived from a suite of early reading assessments in Malay
administered to 866 Primary One (Grade 1 equivalent) school children from multilingual and multi-ethnic
backgrounds. During testing, the children (462 males and 404 females) were approximately seven years
old. The early reading assessment battery included measures such as letter writing, letter name knowledge,
letter name fluency, rapid automatised naming, phonological awareness comprising elision, phonological
memory, spelling, word reading accuracy, word reading efficiency, oral reading fluency, reading
comprehension, vocabulary comprising expressive vocabulary and receptive vocabulary, and listening
comprehension. These percentile norms are useful for the early identification and intervention of young
children with reading difficulties and reading disabilities from multilingual communities whose languages
include Malay, a transparent orthography. The implications of using the norms data for the diagnosis and
classification of children with reading difficulties are discussed. |
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