ERIC Number: ED263533
Record Type: Non-Journal
Publication Date: 1984-Jul
Reference Count: N/A
An Assessment of the Reading Achievement of Secondary Students and Its Relationship to the Readability Levels of Student Generated Writing in English and in Spanish.
Hague, Sally A.
A study was conducted to examine the relationship between reading achievement levels and writing ability, and to determine the extent to which writing ability in one language transfers to another language. Subjects were 21 high school students in advanced placement Spanish classes, all of whom had learned Spanish in the classroom. The Stanford Diagnostic Reading Test (SDRT) was used to diagnose students' reading levels. The Fry Readability Graph was applied to students' English composition and a Spanish adaptation of the Fry graph was applied to students' Spanish compositions. An approximate grade level for the writing samples was determined for each student, and a comparison was then made between SDRT data and those obtained from the English writing samples to determine the correlations between reading achievement levels and writing ability levels. A comparison of data from the two writing samples was also made to determine the correlation between the writing ability levels of the students in the two languages. The results indicated that, while comprehension and vocabulary levels significantly correlated with writing ability in English and Spanish, the overall writing levels of the subjects--as indicated by the Fry Readability graphs--were significantly lower than overall reading ability--as indicated by the SDRT. The results also indicated a significant correlation between the ability to write in English and the ability to write in Spanish. (Extensive tables of data, as well as the Fry Readability Graph, are included.) (HTH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Fry Readability Formula