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To determine if different graded word lists can be used interchangeably for assessment purposes, and to determine if age, grade, or sex affects performance on the different graded word lists, a study examined the Wide Range Achievement Test (WRAT), Levels I and II, the San Diego Quick Assessment, and the Graded Word Reading Test by F.J. Schonell. The three lists were administered to 283 pupils in grades 3 through 12. The word lists were collated in random order and were administered over a two-week period. Results showed that mean scores on the WRAT I, WRAT II, and the Graded Word Reading Test were relatively consistent and all correlation coefficients were significant at the .01 level. However, the mean score on the San Diego Quick Assessment was about one year below the other two. Mean scores for boys and for girls with the San Diego Quick Assessment were 5.05 and 5.79 respectively. No such differences were found for the Graded Word Reading Test or for either form of the WRAT. Conclusions suggest that the San Diego Quick Assessment should be used cautiously when making comparisons within a mixed group. (HOD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************%w*************************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ....XThis document has been reproduced as received from the person or organization originating it. ] Minor changes have been made to improve reproduction quality. A Comparative Analysis of Three Widely Used Points of view or opinions stated in this document do not necessarily represent official NIE ,Graded Word Reading Test. position or policy. M By "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Qyrus F. Smith, Jr. Cyrus F. Smith, Jr. and 111 Margaret Drumm Harrison Margaret Drumm re\ Harrison CNJ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." LLJ Reading teachers and clinicians frequently use graded word lists for evaluative purposes. Some word lists have been standardized (Spache, 1981; Jastak and Jastak, 1978) in terms of directions and scoring procedures, and norm references are provided for comparative purposes. Other word lists (San Diego Quick Assessment, LaPray and Ross, 1969), provide directions for, administration and scoring but no norms are provided. These and other graded word lists are commonly used to determine an entry level for a more rigorous diagnostic test, to obtain knowledge of a student's word attack skills, to match students with instructional materials, and as formative and summative assessment instruments. A question that is often raised regarding the use of graded word lists centers on the appropriateness of using them as indicators of the ability to read extended prose discourse. A study by Froese (1976) indicates there may be some validity in this practice. Froese found a highly significant relationship between word list reading and prose V) reading for pupils in Grades 1 through 6. Froese (1971) also noted that while positive correlations exist between scores on graded word lists, the grade level equivalents could differ significantly. This finding is important in that it casts some doubt on the reliability of using different word lists interchangeably to reduce the effect of familiarity. The purposes of this study are to determine if different graded word lists