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MacGinitie, Walter H.

Overview
Works: 39 works in 108 publications in 3 languages and 1,850 library holdings
Roles: Author, Editor
Publication Timeline
Key
Publications about Walter H MacGinitie
Publications by Walter H MacGinitie
Most widely held works by Walter H MacGinitie
Readings in psychological foundations of education by Walter H MacGinitie( Book )
15 editions published between 1957 and 1969 in English and held by 479 libraries worldwide
Assessment problems in reading by Walter H MacGinitie( Book )
13 editions published between 1973 and 1977 in English and Undetermined and held by 448 libraries worldwide
The papers in this volume deal with a range of assessment problems in reading. The first paper, by Karlin, introduces the general problem of using assessment procedures to guide teaching. The next six papers deal with various aspects of this general problem. Otto discusses the distinction between norm-referenced, standardized achievement tests and criterion-referenced measures. Johnson shows how the teacher can prepare his own criterion-referenced evaluation procedures to fit specific objectives in word attack skills. Berg's paper documents the difficulty in evaluating specific components of reading ability. MacGinitie points out that the nature of what is tested in reading changes from the lower to the higher grades. Carver critically analyzes the relationship between reasoning and reading. Thorndike discusses some of the problems of test interpretation. The next two papers deal with the instructional setting and the instructional materials. Brittain provides a checklist of points to consider when evaluating classroom organization. A paper by Botel, Dawkins, and Granowsky offers a way of analyzing the structures of sentences to estimate their complexity. The last two papers, Mork's and Jason and Dubnow's, consider the relationship between the reading ability of the child, the material he reads, and his assessment of his reading ability. (Wr)
Verbal behavior of the deaf child: studies of word meanings and associations by Joseph Rosenstein( Book )
6 editions published in 1969 in English and held by 367 libraries worldwide
Research studies on the psycholinguistic behavior of deaf children by Joseph Rosenstein( Book )
3 editions published in 1965 in English and held by 195 libraries worldwide
Prior knowledge as a handicapping condition by Katherine Maria( Book )
4 editions published in 1980 in English and held by 62 libraries worldwide
Hypothesis testing in reading comprehension by Susan Kimmel( Book )
3 editions published in 1981 in English and held by 59 libraries worldwide
Congruence of prior knowledge and text information as a factor in the reading comprehension of middle-grade children by Katherine Maria( Book )
3 editions published in 1981 in English and held by 56 libraries worldwide
Identifying children who use a perseverative text processing strategy by Susan Kimmel( Book )
3 editions published in 1981 in English and held by 56 libraries worldwide
Children with a perseverative text interpretation strategy : the effect of text organization by Susan Kimmel( Book )
3 editions published in 1981 in English and held by 55 libraries worldwide
La comprensión del lenguaje en la educación by Walter H MacGinitie( Book )
5 editions published in 1975 in Spanish and held by 13 libraries worldwide
Flexibility in finding meanings test by Walter H MacGinitie( Archival Material )
1 edition published in 1978 in English and held by 7 libraries worldwide
Vocabulary test designed to measure ability to shift conceptual sets to find an appropriate meaning for a multiple-meaning word; originally developed for use with deaf children
Gates-MacGinitie reading tests, level E, form 2 : answer sheet/handscorable booklet by Walter H MacGinitie( Book )
6 editions published in 1979 in English and held by 6 libraries worldwide
Gates-MacGinitie reading tests, level E, form 1 : answer sheet/handscorable booklet by Walter H MacGinitie( Book )
6 editions published in 1979 in English and held by 6 libraries worldwide
Gates-MacGinitie reading tests, Level PR, Form S : linking testing to teaching : a classroom resource for reading assessment and instruction ( Book )
4 editions published between 2002 and 2009 in English and held by 6 libraries worldwide
These tests are helpful in gaining a general level of reading achievement of students. The information obtained from the tests, complemented by teacher evaluation and other sources of information is an important basis for - planning instructional emphases, decisions about reading groups, level of instructional materials, evaluating the effectiveness of instructional programs and selecting students for further individual diagnosis
Contextual constraint in English prose by Walter H MacGinitie( Book )
4 editions published in 1960 in English and held by 5 libraries worldwide
Gates-MacGinitie reading tests, level B, forms 1, 2 : teacher's manual by Walter H MacGinitie( Book )
3 editions published in 1979 in English and held by 4 libraries worldwide
Metalinguistic Ability and Cognitive Performance in Children from Five to Seven by Marjorie H Holden( Book )
3 editions published in 1973 in English and held by 2 libraries worldwide
The purposes of this study were to determine (1) whether there is a developmental sequence in children's acquisition of metalinguistic abilities and (2) whether the acquisition of these abilities is related to Piagetian operations. Word awareness served as the measure of metalinguistic ability. An attempt was also made to determine whether the emergence of word awareness could be shown to follow a theoretically postulate sequence. Items were constructed on the assumption that word awareness proceeds according to predictable principles and included words in an unstructured list, the addition of words to sentences that already form a semantic whole, and the addition of a word which changed the grammatical structure of the sentence. Fifty kindergarten and 50 first grade children were tested on word awareness, seriation tasks, riddles, reading readiness, reading achievement, and iq. Findings showed a rapid increase in word awareness at about age six and substantiated the theoretically predicted order of difficulty of the item types. Results also corroborated previous findings which showed that neither seriation operations nor metalinguistic abilities appear before age five for most children. Findings suggested that most children acquire linguistic skills prior to cognitive ones. (Hod)
Læseundervisning og testning, modeluner og faldgruber by Walter H MacGinitie( Book )
1 edition published in 1993 in Danish and held by 2 libraries worldwide
Gates-MacGinitie reading tests : teacher's manual by Walter H MacGinitie( Book )
2 editions published in 1978 in English and held by 2 libraries worldwide
Congruence of Prior Knowledge and Text Information as a Factor in the Reading Comprehension of Middle-Grade Children. Technical Report #16 by Katherine Maria( Book )
1 edition published in 1981 in English and held by 1 library worldwide
Two studies using the same texts and procedures but different experimental designs (1) evaluated an instrument designed to identify children who overrely on their prior knowledge in the interpretation of written text, and (2) investigated how degree of congruency of information interacts with degree of explicitness and level of staging to affect the comprehension of middle-grade children. The subjects of the first experiment, 164 fifth and sixth graders, read four types of short texts, each of which contained two pieces of target information, one judged congruent with their prior knowledge and one judged incongruent, presented implicitly or explicitly at a different stage of the text. Although the reliability of the scores was low, the results did seem to isolate a group of children that used a nonaccommodating strategy when confronted with incongruent information. Subjects of the second experiment were 145 fourth and seventh graders from the same school who had answered questions without texts previously as a check on the congruency of the target information in the texts. Although this study's finding--that incongruent information was more difficult for both grade levels--cannot be interpreted with confidence, the data were consistent with the hypothesis that incongruent information is more difficult to process as a result of prior knowledge sources conflicting with sources in the text. This finding has implications for judging the difficulty level of texts presented to children. (Jl)
 
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Alternative Names
MacGinitie, Walter
MacGinitie, Walter H.
McGinitie, Walter H.
Languages
English (82)
Spanish (5)
Danish (1)
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