NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1110816
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2374-7404
All Reading Tests Are Not Created Equal: A Comparison of the State of Texas Assessment of Academic Readiness (STAAR) and the Gray Oral Reading Test-4 (GORT-4)
Johnson, Kary A.; Wilson, Celia M.; Williams-Rossi, Dara
Texas Journal of Literacy Education, v1 n1 p13-21 2013
This exploratory study investigated how reading comprehension was conceptualized on the new high-stakes test, the 2011-2012 State of Texas Assessment of Academic Readiness (STAAR). Specifically, comprehension, rate, and accuracy scores on the Gray Oral Reading Test 4 (GORT-4) from a group of struggling, low-SES, Hispanic middle school students (n = 59) were set as predictor variables to examine possible relationships with the STAAR. Initial bivariate correlations showed a weak relationship between GORT-4 predictor variables (comprehension, rate, accuracy) and STAAR ELA scores. Moreover, the overall regression model was not a good fit, with the linear combination of the GORT-4 components of comprehension, rate, and accuracy accounting for only 3.5 % of the variance in STAAR scores. The weak relationship between STAAR test results and the GORT-4 is examined in light of the current research on high-stakes testing, particularly for the at-risk population studied.
Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Gray Oral Reading Test
Grant or Contract Numbers: N/A