A Study of the Differences and Relationships Found Between Students' Performances on Two Oral Reading Tests

Jackie Rainey

Date of Graduation

Spring 1981

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations, and Technology

Committee Chair

James Layton

Abstract

In this study a comparison was conducted of oral reading subtests on the Durrell Analysis of Reading Difficulty and the Analytical Reading Inventory. Forty-two remedial third and fourth grade students were given both oral reading tests at the same setting. It was hypothesized that there would be no significant relationship between the oral reading scores of a selected group of third and fourth grade students on the Analytical Reading Inventory and the Durrell Analysis of Reading Difficulty. It was also hypothesized that there would be no significant difference between the oral reading scores of a selected group of third and fourth grade students on the Analytical Reading Inventory and the Durrell Analysis of Reading Difficulty. The Pearson product-moment correlation and a t-test were computed for the two groups of scores. Hypothesis one was rejected at the .01 level of significance; Hypothesis two was also rejected at the .001 level of significance. To summarize the findings of this study, the students read in a similar manner on both tests, but the difference in the scoring criteria for each test caused the students to score approximately 1.5 years higher on the Durrell Analysis of Reading Difficulty than on the Analytical Reading Inventory.

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Other Education

Copyright

© Jackie Rainey

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