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ERIC Number: ED071056
Record Type: RIE
Publication Date: 1972-Aug
Pages: 66
Abstractor: N/A
Reference Count: 0
The Cloze Procedure as a Measure of the Reading Difficulty of Mathematical English Passages. Final Report.
Hater, Mary A.; And Others
The purpose of this study was to verify that mean cloze scores predict the reading difficulty of passages written in mathematical English. Twenty-two mathematical passages exemplifying different writing styles and content were selected from instructional materials written for upper elementary school and junior and senior high school. Using a fifth word or symbol deletion pattern, two cloze forms were constructed for each passage, and one multiple-choice reading test developed for each passage. Subjects from grades seven through ten in fourteen schools were randomly assigned to groups as defined by the forty-four different cloze forms, two for each passage. Each subject responded to cloze tests on one day, and a week later the subject read the complete passage and took a comprehension test on the passage. The results of the study indicated that the reading comprehension tests are reliable measures and can be used as criterion measures to test the validity of cloze tests for the difficulty of mathematical English. The reliabilities of all cloze tests are very high. Cloze tests can be used as predictors of reading difficulty for mathematical English content. (Author/WR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: College of Mount Saint Joseph-on-the-Ohio, OH.