Metropolitan Readiness Tests as Predictor for Success in Reading Achievement PDF Download
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Author: Dorothy Blake Coulthard
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
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Author: Dorothy Blake Coulthard
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
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Author: Sara Little
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 118
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Author: Sara Ann Chitty
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 126
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Author: Doris Virginia Gunderson
Publisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 48
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Author: Joseph Richard Montecalvo
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 82
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Author: Francis Pleasant Robinson
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ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 28
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Author: Sister Mary Virginice Kuhn (P.H.J.C.)
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 88
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The writer has undertaken this study to evaluate teacher judgment in predicting success in reading at first grade level as less accurate, comparable to, or more accurate than results predicted by the Metropolitan Reading Readiness Test. In addition to the primary purpose of this study, data were sought to answer these specific questions: 1. Are teachers as accurate in their predictions in their first general ratings after two weeks of school as in the second general rating after completing a detailed check list? 2. Are the results from the readiness tests and the teacher ratings in September similar? 3. How accurate are the standardized readiness tests results and the teacher predictions for success in reading at the beginning of the year when determined by the actual reading success measured by the Gates Reading test scores obtained in May? 4. Does the number of years of experience make a significant difference in the teacher's ability to predict accurately? 5. Is there a higher relationship between teacher predictions and certain aspects of reading for individual teachers? 6. Which aspects of reading, if any, was emphasized by the different teachers? From a pedagogical viewpoint the problem is highly significant. The majority of teachers administer a reading readiness test to first grade children in order to have a criterion by which to tentatively group them for beginning instruction in reading as the children are ready to have formal reading instruction. Teachers must not only acknowledge the close relationship existing between formal readiness tests and reading achievement, but they must also be aware of the close relationship between their own personal judgment and reading achievement. Furthermore, the results of this study would help in determining the value of an informal check list as an aid in the guidance of reading performance of first grade pupils.
Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 712
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Author: Joan F. McCarthy
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 138
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Author: Doris Virginia Gunderson
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 124
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Book Description
This bulletin is the first in a series of summaries of research conducted in reading from 1955 to 1960. The publication includes both published and unpublished research during the 5-year period. The published research has been compiled largely from studies reported in educational periodicals. The unpublished research was made available through a survey conducted under the auspices of the U.S. Office of Education, with the cooperation of colleges, universities, and public school systems, which furnished information on studies undertaken in the various educational institutions. Chapter I, Summary of Research in the Teaching of Primary Reading, provides an overview of the studies reported in this bulletin: (1) Reading Readiness; (2) Age of Beginning Reading; (3) Methods of Teaching Reading; (4) Grouping for Reading Instruction; (5) Reading Achievement; (6) Reading Programs; (7) Reading Interests; (8) Reading Materials; (9) Comprehension; (10) Vocabulary; (11) Word Recognition; (12) Reading and Language Arts; (13) Reading and Intelligence; (14) Auditory Factors; (15) Reading and Physical Growth; (16) Reversals; (17) Kindergarten Attendance; (18) Language; and (19) Causes of Reading Difficulties. Chapter ii, Studies in the Teaching of Primary Reading, describes the purpose of each of the studies, and the findings, results, or conclusion. An appendix provides the "Report of Research in Reading" Form. (Contains 114 footnotes.) [Best copy available has been provided.]
