ERIC Number: ED222549
Record Type: Non-Journal
Publication Date: 1982-Mar
Reference Count: N/A
The Effect of Testwiseness on the Reading Achievement Scores of Minority Populations. Final Report.
Testwiseness (TW) and its effect on the reading comprehension scores in four ethnic populations (Black, Hispanic, Native American, and Anglo) from the Tucson Unified School District were investigated. Inservice-trained teachers presented seven classroom TW teaching and practicing sessions of 15 minutes each to students in grades 3, 5, and 7. Students were administered the Test of Testwiseness; they were pretested and posttested with the Reading Comprehension subtest of either the California Achievement Tests (grades 3 and 7) or the Comprehensive Tests of Basic Skills (grade 5). Differential reading ability and socioeconomic level, both variables highly correlated with testwiseness, were statistically controlled. It was found that (1) no ethnic group possessed a significantly greater or lesser amount of testwiseness when different reading ability and socioeconomic levels were controlled; (2) when instructed in testwiseness, gains appeared comparable among ethnic groups; and (3) the amount of testwiseness training did not appear to affect reading comprehension scores on a standardized achievement test. (Author/PN)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Tucson Unified School District, AZ.
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills; California Achievement Tests