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ERIC Number: ED131403
Record Type: RIE
Publication Date: 1976
Pages: 144
Abstractor: N/A
Reference Count: N/A
The Relationship between Text Readability and Student Reading Level and Its Effect on College Achievement.
Balser, Elizabeth Ann
This study examined the relationships between the reading achievement of college students, the readability of the textbooks they used, and college achievement. Measures included reading-grade levels from the Nelson-Denny Reading Test, functional reading levels as measured by cloze scores, Dale-Chall readability estimates for textbooks used by the students, scores on teacher-constructed achievement tests, and final grades. Results indicated that the students were reading close to their chronological age level, and could use their texts on an instructional level. For all students and all texts, reading-test scores correlated significantly with cloze scores, achievement test scores, and final grades. Cloze scores also correlated significantly with achievement test scores and final grades. The difference between scores on the reading test and readability level of the texts correlated significantly with achievement test scores and with final grades. (Author/AA)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-22,426, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, West Virginia University