Discrepant SAT Critical Reading and Writing Scores: Implications for College Performance

Autor/inn/en	Shaw, Emily J.; Mattern, Krista D.; Patterson, Brian F.
Titel	Discrepant SAT Critical Reading and Writing Scores: Implications for College Performance
Quelle	In: Educational Assessment, 16 (2011) 3, S.145-163 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2011.604241
Schlagwörter	College Entrance Examinations; Critical Reading; Reading Tests; Writing Tests; Scores; Grade Point Average; College English; Academic Achievement; College Freshmen; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Kritisches Lesen; Lesetest; Writing test; Schreibtest; Schulleistung; Studienanfänger
Abstract	Despite the similarities that researchers note between the cognitive processes and knowledge involved in reading and writing, there are students who are much stronger readers than writers and those who are much stronger writers than readers. The addition of the writing section to the SAT provides an opportunity to examine whether certain groups of students are more likely to exhibit stronger performance in reading versus writing and the academic consequences of this discrepant performance. Results of this study, based on hierarchical linear models of student performance, showed that even after controlling for relevant student characteristics and prior academic performance, an SAT critical reading-writing discrepancy had a small effect on 1st-year grade point average as well as English course grades in college. Specifically, students who had relatively higher writing scores as compared to their critical reading scores earned higher grades in their 1st year of college as well as in their 1st-year English course(s). (Contains 1 figure, 6 tables, and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10