ERIC Number: ED110959
Record Type: RIE
Publication Date: 1974
Reference Count: N/A
Predicting First-Grade Reading Achievement.
Busch, Robert F.
The problem investigated in this study was to determine the best combination of tests or subtests in a research battery which, when administered to beginning first-grade students, would enable the most efficient prediction of reading achievement. A total of 1052 children were randomly selected from first-grade classrooms within the State of Missouri. These children completed a battery of tests consisting of the following: the Cognitive Abilities Tests; the Developmental Test of Visual-Motor Integration; the Pre-Reading Screening Procedures; the Stanford Early School Achievement Test; the Alphabet and Numbers subtest of the Metropolitan Readiness Tests; the Boehm Test of Basic Concepts; and the Behavior Rating Scale. The findings of this study led to the following conclusions: (1) the ability to recognize upper- and lower-case letters and beginning sounds was the best single predictor of reading achievement; (2) measured intelligence, when statistically compared with the other variables in the study, was a reliable predictor of reading achievement; and (3) classroom teachers can predict end-of-year reading achievement of their students by using the Behavior Rating Scale. (Author/LL)
Descriptors: Grade 1, Intelligence Tests, Predictive Measurement, Primary Education, Reading Ability, Reading Achievement, Reading Research, Reading Skills, Reading Tests
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-15,973, MFilm $5.00, Xerography $11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Missouri-Columbia