DIRECTIONS FOR ADMINISTRATION
FFOOUURRTTHHEEDDLEVELS 7/9 & 10/12FORMS S&TWalter H. MacGinitieRuth K. MacGinitieKatherine MariaLois G. DreyerDIRECTIONS FORADMINISTRATIONIITTIIOONN
GATES-MACGINITIE READING TESTS (GMRT)Levels 7/9 and 10/12What you will find in the manualsIn the Directions for AdministrationInformation about the Gates-MacGinitie Reading Tests seriesHow to choose appropriate test levelsWhat is in the testsWhat to do before testingHow to give the testsWhat to do if answer sheets will be scored by the Riverside Scoring Service In the Directions for Online AdministrationInformation about the Gates-MacGinitie Reading Tests seriesHow to choose appropriate test levelsWhat is in the testsHow to prepare for online testingHow to monitor the testingIn the Manual for Scoring and InterpretationHow to hand score the testsHow to use the tables of normsWhat the scores meanTables of 1999 and 2006 normsIn Linking Testing to Teaching:A Classroom Resource for Reading Assessment and InstructionHow to use the scores as part of a comprehensive assessment of readingHow to use the scores to guide instructionIn the Technical ReportHow the tests were developedHow the tests were standardizedStatistical information about the testsIn the Technical Report SupplementHow the tests were renormed in 2005–2006Statistical information about the renormingHow the online tests were developedStatistical information about the online testsAcknowledgmentPages 38, 50, 60 and 68: From The Moon and You written by E.C. Krupp. Text copyright 1993 by Edwin C. Krupp. Reprinted with permissionof Brownes & Miller Literary Associates, Chicago IL.Copyright 2000 by The Riverside Publishing Company. All rights reserved. No part of this work may be reproduced or transmitted in anyform or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval systemwithout the prior written permission of The Riverside Publishing Company unless such copying is expressly permitted by federal copyrightlaw. Address inquiries to Permissions, Riverside Publishing, 3800 Golf Rd., Suite 100, Rolling Meadows, IL 60008-4015.These tests contain questions that are to be used solely for testing purposes. No test items may be disclosed or used for any other reason.By accepting delivery of or using these tests, the recipient acknowledges responsibility for maintaining test security that is required byprofessional standards and applicable state and local policies and regulations governing proper use of tests and for complying with federalcopyright law which prohibits unauthorized reproduction and use of copyrighted test materials.21 22 23 24 25–RRD–14 13 12 11 10 09
DIRECTIONSFORADMINISTRATIONContentsThe Gates-MacGinitie Reading Tests (GMRT ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Tests and Norms in the Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Choosing Appropriate Test Levels (Out-of-Level Testing) . . . . . . . . . . . . . . . . . . . 10Description of Levels 7/9 and 10/12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Planning for Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Scheduling the Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Space and Supervision Needed for Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Materials Needed for Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19General Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Sample Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Test Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Responding to Problems during the Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Testing Students Who Have Missed the Vocabulary Test . . . . . . . . . . . . . . . . . . . . . 24Requirements for Machine Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Getting Ready to Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Before the Scheduled Testing Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25At the Time of Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Testing with GMRT Answer Sheets That Will Be Machine Scored. . . . . . . . . . . . 28Entering Identifying Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Administering the Vocabulary Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Administering the Comprehension Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Preparing GMRT Answer Sheets for Machine Scoring . . . . . . . . . . . . . . . . . . . . . . . 42Testing with GMRT Answer Sheets That Will Be Hand Scored. . . . . . . . . . . . . . . 44Entering Identifying Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Administering the Vocabulary Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Administering the Comprehension Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Contents (continued)Testing with Self-Scorable Answer Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Entering Identifying Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Administering the Vocabulary Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Administering the Comprehension Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Testing When Answers Are Marked in Test Booklets . . . . . . . . . . . . . . . . . . . . . . . 64Entering Identifying Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Administering the Vocabulary Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Administering the Comprehension Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Resuming the Test after an Interruption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72If the Students Are Using Answer Sheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72If the Students Are Marking Answers in Test Booklets. . . . . . . . . . . . . . . . . . . . . . . 73Makeup Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
THE GATES-MACGINITIEREADING TESTS (GMRT ) IntroductionAuthorsWalter H. MacGinitie, Ph.D., is a former Professor of Psychology andEducation at Teachers College, Columbia University, New York, andLansdowne Scholar and Professor of Education at the Universityof Victoria, British Columbia. A past president of the InternationalReading Association and of the Reading Hall of Fame, he is an author ofthe first three editions of the Gates-MacGinitie Reading Tests (GMRT)and of numerous articles about reading.Ruth K. MacGinitie has had many years of experience as an author ofeducational materials and has worked with students who have readingcomprehension difficulties. She played a major role in the developmentof the Second Edition of the GMRT and is an author of the ThirdEdition of the test series.Katherine Maria, Ph.D., is a Professor in the Graduate LiteracyEducation Program at the College of New Rochelle, where she teachescourses in children’s literature, reading assessment, and comprehensioninstruction. Dr. Maria was an elementary school reading teacher foreight years. She has done extensive, on-going staff development inreading in both urban and suburban school districts and has served asProfessor in Residence in two elementary schools. She is the author ofarticles about reading and a text on comprehension instruction.Lois G. Dreyer, Ph.D., is a Professor of Reading and member of theGraduate Faculty at Southern Connecticut State University, whereshe is Director of the Reading Center and Coordinator of the GraduateReading Program. She teaches courses in diagnosis and remediation ofreading difficulty and in reading research. She has been a classroomteacher and school Reading and Language Arts Consultant in bothurban and suburban settings. Her research and writing have focusedon beginning reading, spelling, and the instructional needs of studentsexperiencing reading difficulties.1
HistoryThis Fourth Edition of the GMRT continues a long tradition of readingtests begun by Arthur I. Gates. The Gates Silent Reading Test andthe Gates Primary Reading Tests, two of the first widely used readingtests, were published in 1926. Since that time, Arthur Gates, and thenWalter MacGinitie and others, have improved and revised the tests andintroduced new tests and new concepts in testing.PurposeThe basic premise of the GMRT is that it is useful for teachers andschools to know the general level of reading achievement of individualstudents throughout their school careers. The objective informationobtained from the tests, complemented by teachers’ evaluations andother sources of information, is an important basis for2 Selecting students for further individual diagnosis and specialinstruction; Planning instructional emphases; Locating students who are ready to work with more advancedmaterials; Making decisions about grouping students; Talking with students about their progress in reading; Deciding which levels of instructional materials to use with newstudents; Evaluating the effectiveness of instructional programs; Reporting to parents and the community.
Tests and Norms in the SeriesTest Levels and FormsTest tTest or SubtestNumber ofQuestionsLiteracy ConceptsOral Language ConceptsLetters and Letter/SoundCorrespondencesListening (Story)ComprehensionTestingTime inMinutes202030about 25babout 25babout 25b20about 25b15b,cInitial Consonants andConsonant ClustersFinal Consonants andConsonant ClustersVowelsBasic Story Words15b,c1525about 25bb,c1S1.5–1.9bookletWord DecodingComprehension433920352S, T2bookletWord DecodingWord KnowledgeComprehension4343392020353S, T3bookletVocabularyComprehension454820354S, T4booklet oranswer sheetVocabularyComprehension454820355S, T5booklet oranswer sheetVocabularyComprehension454820356S, T6booklet oranswer sheetVocabularyComprehension454820357/9S, T7–9booklet oranswer sheetVocabularyComprehension4548203510/12S, T10–12booklet oranswer g)S, TPostHighSchoolbooklet oranswer sheetVocabularyComprehension45482035a A test level designed for a given grade or grade range is usually also suitable for classes at the beginning of the following grade,particularly if the group is average or below, and for classes at the end of the preceding grade, particularly if the group is aboveaverage.b For Levels PR and BR, there is no time limit. The teacher paces the students through the tests at whatever rate is appropriatefor the group. Testing times are approximate for an average class; many classes will take a shorter or a longer time.c The first three subtests of Level BR are administered in two testing sessions, each taking approximately 25 minutes for anaverage class.3
Tests Often Used in Grade 1Level PR(Pre-Reading)Level BR(BeginningReading)Level 1Level 24 Measures background concepts that are important for learning to read. Designed for students who are about to be taught how to read. The questions are read to the students by the teacher. Measures knowledge of beginning reading skills, with emphasis on letter-soundcorrespondences. Designed to provide a benchmark measure at the beginning of Grade 1. Especiallysuitable for programs in which growth is measured by giving the same test at thebeginning and end of Grade 1. Also suitable at the beginning of Grade 1 for students whohave had some reading instruction in Kindergarten and at the end of Grade 1 for studentswho have made less than average progress. The questions are read to the students by the teacher. Measures early reading achievement in Word Decoding and Comprehension. Designed for students from midyear to the end of Grade 1. The questions are answered by the students working independently. Measures early reading achievement in Word Decoding, Word Knowledge, andComprehension. Designed for students in Grade 2, but useful for testing the occasional Grade 1 studentwho is considerably above average in reading. The questions are answered by the students working independently.
Test ContentLevelTest or SubtestPRLiteracy ConceptsContentMeasures the student’s understanding ofThe nature and uses of written English, such as what and why people read andwrite, and what words and letters look like; Words and phrases that are commonly used in reading instruction, such as firstletter, same as, ends with, and next word. BROral Language Concepts(Phonological Awareness)Measures the student’s ability to attend to the basic structure of spoken Englishwords, including phoneme matching and rhyme.Letters and Letter-SoundCorrespondencesMeasures the student’s ability to recognize letters and to relate them to sounds.It contains four sections: Visual discrimination (matching letters and words) Letter recognition (letter names) Letter-sound correspondences Initial spelling concepts (sound-to-letter correspondences)Listening (Story)ComprehensionMeasures the student’s ability to attend to important elements in a story, integrateinformation from different parts of a story, and make inferences about storydevelopments.Initial Consonants andConsonant ClustersFinal Consonants andConsonant ClustersVowelsInclude questions that ask the students to chooseThe picture with a name that begins with or ends with the letter(s) in thebox; and The word that goes with the picture in the box.So that the directions to the students for these two types of questions can be assimple as possible, the content of these three subtests is divided between the firsttwo testing sessions. Basic Story WordsMeasures the student’s ability to read words commonly used in stories andother writing.Word DecodingPrimarily a test of decoding skills. The student’s task for each question is to identify,from among words that look much alike, the one word that fits the picture. Students’answers can be analyzed for clues to decoding skills that the students still need tolearn. Decoding Skills Analysis Forms are available to help teachers who handscore the tests organize this information; a Decoding Skills Analysis Report can beobtained through the Riverside Scoring Service.ComprehensionConsists of stories and non-fiction passages, each divided into short segments.The student’s task is to choose the picture that illustrates a segment or thatanswers a question about it.Word DecodingSimilar to the Level 1 Word Decoding test, but the decoding skills required aremore difficult and usually learned later than the skills required by Level 1.Word KnowledgeA test of reading vocabulary. It has the same format as the Word Decoding test, butthe test words are less familiar. The student’s task is to choose among the answerchoices on the basis of their meanings rather than their letter “sounds.”ComprehensionSimilar to the Level 1 Comprehension test, but the passages are longer and morechallenging.3throughVocabularyA test of word knowledge. The student’s task is to choose the word or throughphrase that means most nearly the same as the test word.10/12ComprehensionConsists of prose passages selected from published works. The passages arefiction and non-fiction, from various content areas, and written in a variety of styles.VocabularySimilar to the Vocabulary test for Levels 3–10/12, but more wide-ranging in difficulty.ComprehensionSimilar to the Comprehension test for Levels 3–10/12. Passages represent a widerange of difficulty and have content appropriate for relatively mature students.12AR5
Answer FormatsLevelsAnswer FormatScored byPRthrough 3Machine-Scorable testbookleta Hand-Scored testbookleta Checking marked answers against a Booklet Scoring Key (included withbooklets)GMRT Answer Sheet Sending answer sheets to the Riverside Scoring ServiceScanning answer sheets locally (norms license required)Using a transparent scoring template to score answer sheets by handSelf-ScorableAnswer Sheet Using the scoring keys attached to the answer sheetsbTest booklet Using a Booklet Scoring Key (included with booklets)4 through10/12and AR Sending booklets to the Riverside Scoring ServiceScanning booklets locally (norms license required)aThe Machine-Scorable test booklets and the Hand-Scored test booklets have exactly the same test content and format. Only theMachine-Scorable test booklets can be scored by machine.bAs the student marks an answer, a carbon backing transfers the mark onto the scoring key.Advantages of the Different Answer FormatsLevelsAnswer FormatAdvantagesPRthrough 3Machine-Scorable testbookleta Hand-Scored testbookleta 4 through10/12and ARGMRT Answer Sheet(Machine-Scored) GMRT Answer Sheet(Hand-Scored) Self-ScorableAnswer Sheet Test bookletb Computer accuracy in scoringDetailed score reports are available from the Riverside Scoring ServiceTeachers can see and learn from the wrong answers that each studentmarkedScores can be available immediately after testingTest booklets can be reusedComputer accuracy in scoringDetailed score reports are available from the Riverside Scoring ServiceTest booklets can be reusedScores can be available immediately after testingTest booklets can be reusedEasy, economical, accurate scoringScores can be available immediately after testingTeachers can see and learn from the wrong answers that each studentmarkedDirections for administering the test are short and simpleStudents do not have to handle a separate answer sheetScores can be available immediately after testingaThe Machine-Scorable test booklets and the Hand-Scored test booklets have exactly the same test content and format. Only theMachine-Scorable test booklets can be scored by machine.bThe norms may apply slightly less accurately when answers are marked in test booklets, since students in the standardizationtesting used answer sheets.6
Scores ProvidedType of ScoreLevelPR(Pre-Reading)BRTest or SubtestTotalPRStanineGEESSXXXXXXXLiteracy ConceptsXOral Language Concepts(Phonological Awareness)XLetters and Letter-SoundCorrespondencesXListening (Story)ComprehensionXTotalXXX(BeginningInitial ConsonantsXReading)Final ConsonantsX1VowelsXBasic Story WordsXTotal2XXXXXWord DecodingXXXXXComprehensionXXXXXXXXXXWord DecodingXXXXXWord ng)Legend:aNCETotalVocabularyComprehensionNCE Normal Curve EquivalentPR Percentile RankXXXXaXXXXaXXXXXaXXXaXXXGE Grade EquivalentESS Extended Scale Scoreup to 12.97
Norms AvailableTime nterSpring11FallWinterSpring12FallWinterSpringTest LevelPRBR1234567/910/12ARPost High School CC* On-level norms: Grade(s) for which the test level is designed Out-of-level norms: Grade(s) for whic
Comprehension BR S 1.0–1.9 booklet Initial Consonants and 15 b,c (Beginning Consonant Clusters Reading) Final Consonants and 15 b,c Consonant Clusters Vowels 15 b,c Basic Story Words 25 about 25b 1 S 1.5–1.9 booklet Word Decoding 43 20 Comprehension 39 35 2 S, T 2 booklet Word Decoding 43 20
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