Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Nancy E.; Blum, Irene H. |
|---|---|
| Titel | The Effects of Written Language Awareness on First Grade Reading Achievement. |
| Quelle | (1981), (16 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Beginning Reading; Grade 1; Predictive Measurement; Predictive Validity; Predictor Variables; Primary Education; Reading Achievement; Reading Readiness; Reading Readiness Tests; Reading Research |
| Abstract | A battery of four reading readiness assessment tasks was administered to 267 first grade students to determine if the tasks predicted reading achievement as well as the Metropolitan Readiness Test (MRT). The four tasks, which were the best predictors in a previous study of seven readiness tasks, were the aural word boundaries task, the "rye-rhinoceros" task of distinguishing between words of different length beginning with the same letter, the aural consonant cloze task, and the metalinguistic interview. Subjects were tested with the Written Language Awareness Test, the California Short Form Intelligence Test, and the MRT during the first two months of school. Reading achievement was measured at the end of the school year. The results indicated that the Written Language Awareness test functioned as a good predictor of reading achievement and provided additional information not accounted for on the MRT, the traditional readiness measure. (RL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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