Exploration of the Structure of Selected Reading Readiness Tests.

Autor/inn/en	Olson, Arthur V.; Rosen, Carl L.
Titel	Exploration of the Structure of Selected Reading Readiness Tests.
Quelle	(1971), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Achievement Tests; Associative Learning; Auditory Perception; Concept Formation; Factor Analysis; Grade 1; Intelligence Tests; Perceptual Development; Predictive Validity; Reading Readiness; Reading Readiness Tests; Standardized Tests; Visual Perception + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Concept learning; Begriffsbildung; Faktorenanalyse; School year 01; 1. Schuljahr; Schuljahr 01; Intelligence test; Intelligenztest; Wahrnehmungsentwicklung; Reading rate; Reading speed; Lesegeschwindigkeit; Standadised tests; Standardisierter Test; Visuelle Wahrnehmung
Abstract	The technique of factor analysis was used to explore the structure of five batteries of readiness tests (Gates Reading Readiness Test, Developmental Tests of Visual Perception, Metropolitan Readiness Tests, Specially Constructed Readiness Test by Olson, and Wechsler Intelligence for Children) as predictor variables for the Stanford Achievement Test, Primary I Battery. These tests were administered to 218 first-grade children. Four factors (Verbal-Conceptual Ability, Auditory-Visual Association, Specific Readiness, and Specific Perceptual Organization) were retained for rotation, employing the maxplane method. Intercorrelations among the oblique factors indicated a degree of interdependence between factors 1, 2, and 3. Among the findings were (1) that specific subtests from the Developmental Tests of Visual Perception and the Metropolitan Tests were found to make limited contributions to the prediction of reading achievement and (2) that the specific readiness factor and the specific perceptual organization factor were both independent of reading achievement. The need for further exploration similar to this study was suggested. Tables and references are included. (AW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01