An investigation of reading readiness tests and of selected auditory perception, visual perception and language skills involved in reading readiness

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dc.contributor.authorAdams, B. Barbaraen_US
dc.date.accessioned2024-07-31T22:14:42Z
dc.date.available2024-07-31T22:14:42Z
dc.date.copyright1976en_US
dc.date.issued1976
dc.degree.departmentFaculty of Educationen_US
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe major purpose of this study was to develop indices to measure some aspects of visual and auditory perception and basic language concepts at the reading readiness level not found in the more commonly used readiness tests, in order that some new knowledge might be added to help construct tests which are more accurate predictors of reading readiness. The investigator's Experimental Reading Readiness Test and the Canadian Readiness Test by Evanechko, Ollila, Downing and Braun, were administered in September to 115 first grade children, 62 boys and 53 girls in the Sooke School District. The Bond-Balow-Hoyt: The New Developmental Reading Tests were administered in February. Scores from the three tests were correlated to determine the correlations between subtests. Correlations were significant for all subtests, however, in degree of significance, the Experimental Reading Readiness subtests did not correlate as highly assuming, they are to a large degree measuring different facets of reading readiness. Results from the Experimental Reading Readiness Test were included in multiple regression equations designed to answer the question as to which of the reading readiness subtests are the best predictors of reading achievement on the Bond-Balow-Hoyt: The New Developmental Reading Tests. Results show that Learning Rate on the Canadian Readiness Test and Spatial Relations Concepts on the Experimental Reading Readiness Test were highly significant predictors of reading achievement. The factor of sex in reading readiness and reading achievement was also investigated. The Experimental Reading Readiness Test indicated no significant difference between boys and girls. On the Canadian Readiness Test, however, girls were significantly superior on two subtests, Word Matching and Semantics. In reading achievement on the Bond­ Balow-Hoyt: The New Developmental Reading Test, there was no significant difference between boys and girls. The Kuder-Richardson reliability coefficient to determine the internal consistency of the investigator's Experimental Reading Readiness Test was computed to provide an index of reliability. Auditory Reception (r = .814) and Spatial Relations Concepts (r = .706) appeared to have sufficiently high reliability. According to Bruning and Kintz (1968) a coefficient of .70 or higher is a sufficient reliability. The total test reliability coefficient (r = .876) shows a sufficient reliability when the test is used as a whole battery. Results of this study do not agree with that of Evanechko, Ollila, Downing and Braun (1973). Results of that study showed letter recognition to be the best predictor of reading achievement on all three subtests of the Bond-Balow-Hoyt: The New Developmental Reading Test, whereas in this study, Learning Rate was the best predictor in all three reading subtests. The reasons for the differences in results could be as follows: (1) the Evanechko et al. study used a smaller sample of 97 compared to 115, (2) reading instruction in the classrooms of the two studies varied slightly, (3) in the Evanechko et al. study the Bond-Balow­ Hoyt: The New Developmental Reading Test was administered in May, whereas in this study the reading achievement test was administered in February. Researchers generally agree that commercial reading readiness tests are poor predictors of reading achievement. Further investigation into more reading readiness predictors appears warranted.en_US
dc.format.extent422 pages
dc.identifier.urihttps://hdl.handle.net/1828/16911
dc.rightsAvailable to the World Wide Weben_US
dc.titleAn investigation of reading readiness tests and of selected auditory perception, visual perception and language skills involved in reading readinessen_US
dc.typeThesisen_US

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