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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:	Julia Ai Cheng, Lee, Seung Jin, Lee, Puay Hoon, Ong, Zaimuariffudin Shukri, Nordin, Nur Fatihah, Mat Yusoff
Format:	Article
Language:	English
Published:	UNIMAS Publisher 2022
Subjects:	HM Sociology QP Physiology
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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id	my.unimas.ir.38877
record_format	eprints
spelling	my.unimas.ir.388772022-07-14T03:07:10Z http://ir.unimas.my/id/eprint/38877/ Percentile Norms for an Early Reading Assessment in Malay Julia Ai Cheng, Lee Seung Jin, Lee Puay Hoon, Ong Zaimuariffudin Shukri, Nordin Nur Fatihah, Mat Yusoff HM Sociology QP Physiology 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. UNIMAS Publisher 2022-03-31 Article PeerReviewed text en http://ir.unimas.my/id/eprint/38877/1/percentile%20norms1.pdf Julia Ai Cheng, Lee and Seung Jin, Lee and Puay Hoon, Ong and Zaimuariffudin Shukri, Nordin and Nur Fatihah, Mat Yusoff (2022) Percentile Norms for an Early Reading Assessment in Malay. Journal of Cognitive Sciences and Human Development, 8 (1). pp. 1-17. https://publisher.unimas.my/ojs/index.php/JCSHD/article/view/4469 https://doi.org/10.33736/jcshd.4469.2022
institution	Universiti Malaysia Sarawak
building	Centre for Academic Information Services (CAIS)
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaysia Sarawak
content_source	UNIMAS Institutional Repository
url_provider	http://ir.unimas.my/
language	English
topic	HM Sociology QP Physiology
spellingShingle	HM Sociology QP Physiology Julia Ai Cheng, Lee Seung Jin, Lee Puay Hoon, Ong Zaimuariffudin Shukri, Nordin Nur Fatihah, Mat Yusoff Percentile Norms for an Early Reading Assessment in Malay
description	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.
format	Article
author	Julia Ai Cheng, Lee Seung Jin, Lee Puay Hoon, Ong Zaimuariffudin Shukri, Nordin Nur Fatihah, Mat Yusoff
author_facet	Julia Ai Cheng, Lee Seung Jin, Lee Puay Hoon, Ong Zaimuariffudin Shukri, Nordin Nur Fatihah, Mat Yusoff
author_sort	Julia Ai Cheng, Lee
title	Percentile Norms for an Early Reading Assessment in Malay
title_short	Percentile Norms for an Early Reading Assessment in Malay
title_full	Percentile Norms for an Early Reading Assessment in Malay
title_fullStr	Percentile Norms for an Early Reading Assessment in Malay
title_full_unstemmed	Percentile Norms for an Early Reading Assessment in Malay
title_sort	percentile norms for an early reading assessment in malay
publisher	UNIMAS Publisher
publishDate	2022
url	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
_version_	1738514698227154944
score	13.211869

Percentile Norms for an Early Reading Assessment in Malay

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