A Study of the Relationship Between Students' Scores on the Best and Reading Achievement


Jane Wehrman

Date of Graduation

Fall 1981


Master of Science in Education in Literacy


Reading, Foundations, and Technology

Committee Chair

James Layton


This study was conducted to examine whether certain scores on the mathematics objective from the Missouri Basic Essential Skills Test were significant predictors of students' reading levels as measured by using the subtests on the Nelson Reading Test. The subjects for this study were fifty-three ninth grade students. The Basic Essential Skills Test was administered to the students in March, 1981, at the end of their eighth year of schooling, while the Nelson Reading Test was administered to them in September, 1981, at the beginning of their ninth year. The data from the variables were analyzed using a multiple regression analysis formula. The results of the statistical analysis indicated a correlation between objectives six (measuring perimeter, area, and volume), twelve (identifying horizontal, vertical, and intersecting lines), and thirteen (identifying geometric figures) from the Basic Essential Skills Test and the vocabulary subtest on the Nelson Reading Test. There was no significant correlation between Basic Essential Skills Test objectives one (addition and subtraction of whole numbers), two (multiplication and division of whole numbers), three (addition and subtraction of fractions), four (multiplication and division of fractions), eight (interpreting charts and graphs), and thirteen (determining averages) and the comprehension subtest on the Nelson Reading Test.

Subject Categories

Other Education


© Jane Wehrman