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ERIC Number: ED334264
Record Type: RIE
Publication Date: 1991-Feb
Pages: 13
Abstractor: N/A
Reference Count: N/A
Assessing Instrument Stability and Recommended Interventions of the Reading Style Inventory with 3rd Grade Students.
Clark, Henry T., III; Fetsco, Thomas G.
Using a 6-week, test-retest design with 37 third-grade students, the stability of the Reading Style Inventory (RSI) was assessed. The consistency of the recommended reading method interventions that derive from the RSI was also examined. The RSI consists of 52 items organized into two sections. The first section contains 14 three-option questions and 12 two-option questions addressing student preferences for physical and social aspects of the learning environment. The second section contains 26 two-option questions relating to students' preferred modality. In addition to the basic inventory question booklets and response sheets, there is also a diskette for scoring the inventories and generating summary descriptive data and intervention recommendations. Output from the scoring diskette includes summary descriptors of the student's identified preferences, instructional/curricular interventions rated as "highly recommended", "recommended", "acceptable", or "not recommended"; and recommended modifications to each listed intervention other than those "not recommended." Results of this study indicate that reliabilities for the perceptual modality scales approximated those reported in the RSI manual, but confirm the inventory's low reliability. Reading method recommendations and strategies recommended for implementing those methods showed considerable variability across the two administrations of the RSI. Questions are raised concerning the RSI's use for prescriptive purposes given the observed instability. One tables is included. (TJH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Reading Style Inventory (Carbo)
Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (14th, Boston, MA, February 13-16, 1991).