An evaluation of word and picture tests for first and second grades

Abstract

One hundred first- and second-grade pupils were administered test materials from Gates, Manwiller, and Reilley, and the results were analyzed to evaluate techniques employed to measure word recognition and word meaning. Results indicate that pictures usually facilitate recognition of words but not always, that words are more often correctly recognized when seen with dissimilar words, and that considerable variability occurs in response of different children to the same words and of the same children to different words. Wide differences in results obtained with different techniques suggest that tests with and without pictures are probably not equally diagnostic. Much need for further investigation of what is being measured by tests of word recognition and word meaning is indicated, and care should be used in classifying children by such tests. (PsycInfo Database Record (c) 2025 APA, all rights reserved)