ERIC Number: ED195984
Record Type: RIE
Publication Date: 1980-Nov
Reference Count: 0
An Analysis of Fourth and Sixth Grade Reader Performance Using Cloze Tests, Group Reading Inventories, an Informal Reading Inventory, and a Standardized Reading Test.
Davidson, Emma Sue
A study was conducted to explore the issue of testing to determine reading levels of students. A group of 624 fourth and sixth grade students from 13 schools participated in the study, which compared results from an informal reading inventory (IRI), a standardized achievement test, a group reading inventory (GRI), and a cloze test. Pupil performance was compared in social studies and in science for the group reading inventory and the cloze test. Correlations between the variables were computed and differences between correlations were tested. To further explore the relations among variables, factor analysis was used. An analysis of variance was performed comparing the two grades on the cloze science and social studies and the GRI science and social studies tests. The analyses showed that the strongest relationships were between the cloze and GRI test results and the weakest between the IRI and the cloze and GRI tests. The standardized test and IRI correlated significantly. In the factor analysis, the standardized test and IRI loaded on the "general reading" factor. Cloze science and social studies and GRI science and social studies loaded on the "content reading and concept processing" factor. The cloze and GRI tests correlated moderately and were found to be more highly correlated with one another than with the standardized test. (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Tables may be marginally legible.