A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores

Autor/in	Allen, Denise A.
Titel	A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores
Quelle	In: American Biology Teacher, 76 (2014) 4, S.247-251 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
DOI	10.1525/abt.2014.76.4.6
Schlagwörter	Correlation; Reading Ability; Standardized Tests; Scores; Biology; Science Achievement; High School Students; Urban Schools; Secondary School Science; Federal Legislation; Educational Legislation; Student Characteristics; Grade 9; Grade 10; Grade 11; Grade 12; Data Analysis; Indiana + Suchen Sie Ihr Suchwort? Korrelation; Reading competence; Lesekompetenz; Standadised tests; Standardisierter Test; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bundesrecht; Bildungsrecht; Schulgesetz; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Auswertung
Abstract	Little empirical evidence suggested that independent reading abilities of students enrolled in biology predicted their performance on the Biology I Graduation End-of-Course Assessment (ECA). An archival study was conducted at one Indiana urban public high school in Indianapolis, Indiana, by examining existing educational assessment data to test whether a relationship between reading proficiency and student performance on the Biology I ECA existed. The Pearson product-moment correlation coefficient was r = 0.712 (P < 0.01). A strong positive relationship between Biology I ECA and Lexile reading scores accounted for 50.7% of the variance. The results suggested that any measure to increase reading levels would increase standardized biology assessment scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10