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ERIC Number: ED053868
Record Type: RIE
Publication Date: 1971-Apr-22
Pages: 6
Abstractor: N/A
Reference Count: 0
Cloze as a Predictor of Reading Group Placement.
Schoelles, Iris Storey
Four questions concerning the relationship between results of cloze test scores and individual reading ability are investigated: (1) Is there a relationship between the cloze results and individual reading ability? (2) Should cloze tests be written at mean grade level? (3) Which provides higher correlations--giving credit for exact responses only or for exact responses and synonyms? and (4) Can the cloze test be considered a valuable part of student reading assessment? Four hundred and seventy students in grades 1 through 5 at a Snyder, New York, elementary school were administered both the Stanford Achievement Test and cloze passages from basal readers. Correlation of the scores ranged from .64 to .76 using cloze material near the grade mean. It appeared that greater dispersion of the population is achieved through use of more difficult materials. Scoring synonyms and exact words was found desirable. It was concluded that advantages of the cloze test are (1) that the student must comprehend what he is reading to do well, while random guessing can lead to high scores on the Stanford test and (2) there is no time limit on the cloze, hence the slow, careful reader scores well while the fast random guesser does not. Tables and references are included. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the meeting of the International Reading Association, Atlantic City, N.J., Apr 19-23, 1971