Victoria S. Henbest, Ph.D., is an ASHA certified speech-language pathologist and assistant professor in the Speech Pathology and Audiology Department at the University of South Alabama where she teaches undergraduate introductory courses on language and speech disorders as well as graduate-level school-age language and literacy and augmentative and alternative communication (AAC) courses. Prior to earning her doctoral degree, Dr. Henbest worked for 5 years as a full-time clinician in a public-school early childhood setting with preschool-age children with speech and language needs, including children on the autism spectrum, those with intellectual disabilities, and medically complex children. Dr. Henbest's primary research interests include word-level reading and spelling and the relation between linguistic awareness skills, particularly morphological awareness, and literacy development. She has published and presented on these topics at the state, national, and international levels. Dr. Henbest is co-author of a textbook on child language disorders entitled Language Disorders in Children: Fundamental Concepts of Assessment and Intervention, Third Edition. Kenn Apel, Ph.D., is Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina, Columbia. Formerly, he was Chair of that department. Dr. Apel has more than 35 years of experience conducting research in the areas of spoken and written language. His recent research focus has been on the linguistic factors that contribute to the development of reading and spelling, including morphological awareness and orthographic knowledge. Before retiring, he was the principal investigator of a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in 1st through 6th grades. Dr. Apel is a Fellow of the American Speech-Language-Hearing Association. He also received the Honors of that Association. Yaacov Petscher, Ph.D., is Associate Director at the Florida Center for Reading Research, Tallahassee, and Deputy Director of the National Center on Improving Literacy. Dr. Petscher's research interests include the study of cross-sectional and longitudinal individual differences in literacy, psychometrics, reading assessment, and research design. He has co-authored more than 150 peer-reviewed publications, book chapters, books, and technical reports, and his work has been recognized by awards from the Society for the Scientific Study of Reading, the International Literacy Association, the American Educational Research Association, and the International Society for Technology in Education. He presently serves as an associate editor for the Journal of Learning Disabilities and Elementary School Journal and as an editorial board member for other educational journals.
Morphological awareness-the ability to recognize, understand, and consciously use the smallest units of meaning in a word-is one of the most important skills for literacy development. For use with students in Grades 1-6, MATRS (TM) is a comprehensive, reliable, and valid assessment tool for evaluating the morphological awareness skills that strongly predict concurrent and future reading and spelling abilities. With this manual, users will: Get a detailed overview of the development and benefits of MATRS Learn how to administer MATRS accurately and efficiently Score MATRS and interpret the scores for various populations Provide results to other professionals and students' parents Learn from three MATRS case studies and see how the assessment data informed what the examiner did next Review the technical information behind the development of MATRS Concise and comprehensive, this manual will help special educators, school psychologists, reading specialists, and other professionals use MATRS to accurately identify students with morphological awareness deficits and plan differentiated literacy instruction and intervention.
Manual Contents About the Authors About the Downloads Preface Chapter 1: Overview of MATRS and Its Value What is Morphological Awareness? Background to MATRS Overview of MATRS Development of MATRS Chapter 2: MATRS Tasks and Administration Conceptual Model for MATRS Preparing to Administer MATRS Administering MATRS MATRS Tasks Chapter 3: MATRS Scoring, Interpretation, and Follow Up Scoring MATRS Considerations When Scoring MATRS Additional Review of Students' Responses Providing MATRS Results to Others Chapter 4: What's Next: Case Studies/Student Profiles Case 1: Nicole Case 2: Connor Case 3: Gage Chapter 5: Research and Psychometric Data Item Development Prior to Studies Participants Other Measures Administered Procedures Across All Years of Item Calibration and Task Validation Data Analysis and Results: Item Calibration Studies Data Analysis and Results: Task Validation Studies Results References Appendix A: Task Keys: Version A Appendix B: Task Keys: Version B Appendix C: Conversion of Raw Scores to Standard Scores and Percentiles Index