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An Analysis of Reading Comprehension Tests. Final Report [microform] / Irma-Theresa Auerbach
Bib ID 5222759
Format BookBook, MicroformMicroform, OnlineOnline
Author
Auerbach, Irma-Theresa
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1971 
214 p. 
Summary

An investigation of reading comprehension tests was undertaken in this doctoral dissertation study to find out what the tests evaluate. The history of standardized reading tests and of efforts to define comprehension was traced. Standardized tests from three batteries (California Achievement Test, Gates-MacGinitie Reading Test, and Stanford Achievement Test) were analyzed at three grade levels (1 to 2, 4 to 6, 9 to 14). The first analysis, for readability, used the Dale-Chall and the Spache formulae, and the second analysis, for difficulty of test items, used specially designed rating scales. Tests differed on all readability counts and scores increased with higher grade levels, although not always at the same rates either across tests or within them. Test items tended to use different types of questions for similar kinds of materials. Questions fell generally into paraphrase and concept types. Frequency data were calculated for each of the readability and difficulty measures, and correlation coefficients were calculated for several characteristics of individual tests. While differences were found among the tests, they appeared to be testing abilities similar to those evaluated by intelligence and achievement tests. A model for constructing new and better defined reading comprehension tests, a bibliography, and tables are included. (MS)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

Contract Number: OEG-1-71-0001.

ERIC Note: Doctoral Dissertation.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Achievement Tests.  |  Doctoral Dissertations.  |  Item Analysis.  |  Measurement.  |  Measurement Instruments.  |  Readability.  |  Reading Comprehension.  |  Reading Research.  |  Reading Skills.  |  Reading Tests.  |  Test Construction.  |  Test Validity.
Other authors/contributors Harvard Univ., Cambridge, MA. Graduate School of Education
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