ESTIMATING READING ABILITY LEVEL FROM THE AQE GENERAL APTITUDE INDEX

1966 ◽  
Author(s):  
Howard L. Madden ◽  
Ernest C. Tupes
Keyword(s):  
Reading Ability ◽  
Ability Level

scholarly journals Development of a testing tool to measure students’ reading ability level for extensive reading in Korea

2012 ◽  
Vol 24 (3) ◽  
pp. 213-238
Author(s):  
Kyong Hahn Kim ◽  
홍주희 ◽  
김영미 ◽  
이용배 ◽  
Seonghee Choi
Keyword(s):  
Reading Ability ◽  
Ability Level ◽  
Extensive Reading ◽  
Testing Tool

scholarly journals Contextualized English Reading Proficiency Toolkit (CERPT): Enhance Learners’ English Reading Proficiency

2021 ◽  
Author(s):  
Irene C. Culaste-Quimbo ◽  
Department of Education, Philippines
Keyword(s):  
Reading Ability ◽  
Reading Proficiency ◽  
Department Of Education ◽  
Reading Problems ◽  
Ability Level ◽  
Grade Levels ◽  
English Reading ◽  
Significant Difference ◽  
Ability Levels ◽  
Before And After

The Department of Education has introduced numerous intervention and remediation programs to address the reading needs of learners. Despite these, data showed that majority of the learners still have reading problems when they reach higher grade levels. Henceforth, the study experimented on the innovation – Contextualized English Reading Proficiency Toolkit (CERPT) to help the learners of Kibacania Elementary School improved their reading ability level. All the pupils were exposed to CERPT. A pre-experimental research design was employed in this study. Findings revealed that the learners’ reading ability level enhanced from frustration to instructional. There was a significant difference in the learners’ reading ability levels before and after exposure to CERPT. Thus, the study commends the use of CERPT to help in the improvement of the learners’ reading ability level.

Further Research on the Reading-Storage Test as a Measure of Gain during Reading

1975 ◽  
Vol 7 (4) ◽  
pp. 401-414
Author(s):  
Ronald P. Carver
Keyword(s):  
Reading Ability ◽  
Difficulty Level ◽  
College Level ◽  
Ability Level ◽  
Storage Test ◽  
Highly Correlated ◽  
The Individual ◽  
Storage Technique

The sensitivity of the reading-storage technique as a measure of gain during reading was investigated. Gains on this test were related to three other variables–passage difficulty, reader ability, and the understanding judgments of readers themselves. Reading-storage tests on 16 prose passages were administered to about 600 students in Grades 4–12. The passages ranged in difficulty from beginning reader level to college level. After reading a passage, the 5s made understanding judgments and took a reading-storage test on the passage. The same tests were given to other Ss who had not had the opportunity to read the passage first. The gain on the reading-storage test between nonreading and reading was highly correlated with understanding judgments. It was concluded that the reading-storage test was sensitive to the gain due to reading as long as the difficulty level of the material was approximately equal to the reading ability level of the individual.

scholarly journals Reading English as a foreign language: The interplay of abilities and strategies

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Abdulkhaleq Abdulhadi Al-Qahtani
Keyword(s):  
Reading Strategies ◽  
Reading Ability ◽  
Statistical Significance ◽  
Strategy Use ◽  
High Ability ◽  
Ability Level ◽  
Ability Group ◽  
Reading Abilities ◽  
Ability Levels ◽  
Low Ability

This paper investigates the preferred order of reading strategies at three ability levels by L1 Arabic learners of English in an EFL setting. Then it explores whether there was a relationship between ability level and strategy use. Ninety-two EFL college students enrolled in a reading comprehension class participated in this study. They took a TOEFL reading section to determine their reading abilities/levels, and then they completed a biographical and the Survey of Reading Strategies (SORS) questionnaires. Then, statistical analyses were conducted. The results showed that each ability level reported strategy use differently in terms of order and intensity. There was also a statistical significance in strategy use between the high ability and the low ability levels. The low ability level participants reported higher use of the global reading strategies than the high ability group. However, no statistical significance of association was found between reading ability and strategy use

A Clinical Study of Twenty-seven Children Exhibiting Functional Hearing Loss

1981 ◽  
Vol 12 (1) ◽  
pp. 26-35 ◽  
Author(s):  
Donald L. McCanna ◽  
Giacinto DeLapa
Keyword(s):  
Hearing Loss ◽  
Clinical Study ◽  
Early Identification ◽  
Behavioral Responses ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Ability Level ◽  
Hearing Problem

This report reviews 27 cases of children exhibiting functional hearing loss. The study reveals that most students were in the upper elementary grades and were predominantly females. These subjects were functioning below their ability level in school and were usually in conflict with school, home, or peers. Tests used were selected on the basis of their helping to provide early identification. The subjects' oral and behavioral responses are presented, as well as ways of resolving the hearing problem. Some helpful counseling techniques are also presented.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Question Wording Effects in the Assessment of Global Self-Esteem

2000 ◽  
Vol 16 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Martin Dunbar ◽  
Graeme Ford ◽  
Kate Hunt ◽  
Geoff Der
Keyword(s):  
Reading Ability ◽  
Factor Model ◽  
Self Esteem ◽  
Reading Scores ◽  
Poor Reading ◽  
Method Effect ◽  
Two Samples ◽  
Positive Item ◽  
Method Effects ◽  
Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

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