ERIC Number: ED197507
Record Type: RIE
Publication Date: 1980-Jan
Reference Count: 0
Relationships Among Simple Measures of Reading and Performance on Standardized Achievement Tests.
Deno, Stanley L.; And Others
Three concurrent validity studies were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. Correlational analyses for five formative measures and three standardized measures provided evidence for the validity of Words in Isolation, Words in Context, and Oral Reading as indices of reading achievement. Comparisons of performance of regular and resource program students in grades 1 through 6 revealed marked differences between the two groups and across grades. The usefulness of the formative measures for continuous evaluation of student growth in reading is discussed. (Author/CL)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Note: For related documents, see EC 131 710-720.