A Comparison of Six Predictive Reading Capacity Formulas with Actual Reading Achievement for Children in Grades 3-6.

Autor/in	Bragg, Jane K.
Institution	Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.
Titel	A Comparison of Six Predictive Reading Capacity Formulas with Actual Reading Achievement for Children in Grades 3-6.
Quelle	(1971), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Correlation; Elementary Education; Elementary School Students; Grade Prediction; Predictive Measurement; Reading Ability; Reading Achievement; Reading Instruction; Reading Research; Reading Tests; Standardized Tests + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Elementarunterricht; Reading competence; Lesekompetenz; Leseleistung; Leseunterricht; Leseforschung; Lesetest; Standadised tests; Standardisierter Test
Abstract	Six formulas designed to predict reading capacity were compared by correlating each with actual reading performance. Two of the formulas, the Science Research Associates Tests of General Ability (TOGA) and the Harris Formula, are based on mental age only; the third, the Los Angeles Formula, employs both mental and chronological age; the fourth, the Bond and Tinker Formula, involves IQ and length of exposure to academic instruction. The fifth method, the Durrell-Sullivan Reading Capacity and Achievement Tests, uses listening comprehension skills to predict reading achievement; and sixth, the Monroe Formula, uses mental, chronological, and arithmetic ages to determine reading capacity. These six formulas were applied to 81 children in average reading groups of grades 3 through 6. Each of the reading capacity scores was correlated with reading achievement scores from administration of the Gates-MacGinitie Reading Test, using the Pearson product-moment correlation coefficient. The Los Angeles Formula was found to have the highest correlation (.62), and the Harris Formula, the lowest (.08). It was concluded that most of the variance is unaccounted for, and further examination of other variables needs to be undertaken to assess reading capacity as related to reading performance. References and tables are included. (Author/MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01