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The Names Test of Decoding. By Patricia Cunningham With additional names by F. A. Duffelmeyer. Rationale.
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The Names Test of Decoding By Patricia Cunningham With additional names by F. A. Duffelmeyer
Rationale • The rationale behind this specific subtest is that it is one indicator of a student’s decoding abilities in relation to reading words within the context of names; therefore making them unfamiliar words but not nonsense words. This should not be used alone to test a student’s word identification abilities, but along with other sight word, decoding, and phonological tests, it gives an indicator of the area of word identification that a child has difficulty with. This should only be done after a complete Whole-to-Part Stage I assessment has been done and a student’s profile indicates difficulties in the area of word identification. This is not a measure of comprehension abilities in reading.
Directions for administering: • Begin by telling the student that they are going to read a list of people’s names. The list is lengthy, therefore if a student is having significant difficulty within the first 10 names, you might choose to stop the testing. If that is the case, the norms on the following slide does not apply. Each first and last name counts as one. All names are phonetically regular and follow the rules of standard English phonetics.
How It works • Iowa Norms (see Duffelmeyer, Kruse, Merkley, & Fyfe, 1994) • 2nd grade= 44 names correct • 3rd grade= 51 names correct • 4th grade= 62 names correct • 5th grade= 64 names correct • Perfect score= 70
