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ERIC Number: ED237121
Record Type: RIE
Publication Date: 1981-Sep
Pages: 55
Abstractor: N/A
Reference Count: 0
Maximizing the Effectiveness of Reading Tests in the Community College.
Hartman, Neal E.
A study was conducted at St. Louis Community College to validate the Nelson-Denny Reading Test (NDRT), Form C, as an instrument for student placement, to empirically establish a cutoff score for a mandatory reading improvement program, and to provide more complete and meaningful feedback to students about their reading test results. The study sample was composed of day students with less than one semester's college credit and with a work plus study load not exceeding 72 hours per week. The initial sample of 500 students tested was reduced to 186 as a result of the imposition of various controls. Results of a three-phase analysis of NDRT scores and course grades included the following: (1) the mean vocabulary, comprehension, and total NDRT scores of the sample fell into the 31st, 32nd, and 28th percentiles, respectively, according to national norms; (2) the mean grade of the sample, adjusted for withdrawals, was 2.130; (3) reading skill level accounted for almost one-third of academic achievement variance; (4) 74% of those who scored above 49 on the NDRT passed, 28% who scored above 49 failed, and 29% who scored below 49 passed; and (5) with a 49 on the NDRT as a cutoff, 34% of the incoming students would qualify for reading improvement courses. A final phase of the study involved generating feedback data, including national and local percentiles and a predicted GPA (grade point average), for use in counseling and advisement. (HB)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Saint Louis Community Coll., MO.