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ERIC Number: ED141768
Record Type: RIE
Publication Date: 1976
Pages: 173
Abstractor: N/A
Reference Count: N/A
A Mathematical Reading Inventory.
Kossack, Sharon Wall
A review of the literature indicates that reading ability is related to measured mathematical achievement. This study attempts to develop a valid testing technique for assessing mathematical reading. As a corollary to this function, reading-difficulty rankings of expository mathematics materials measured by narrative readability formulas were contrasted with rankings revealed by the cloze performances of third, fourth, and fifth graders. An evaluation of the testing technique revealed that the readability formulas, when applied to the mathematical materials, resulted in varying estimates of readability and did not correlate significantly with the results gathered from cloze procedures. Cloze scores, however, did correlate significantly with standardized mathematics and reading tests and ranked children in the same manner as did other standardized instruments. While cloze passages were reliable, their results did not reflect the findings of the oral Informal Reading Inventory, indicating questionable validity when this test's criteria form the basis for comparison. (Author/KS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 77-4136, 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: Ph.D. Dissertation, University of Georgia