{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1375"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1375","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Study of Articulation Ability and Other Selected Variables as Predictors of Reading Achievement of Selected Elementary Students","abstract":"This study was conducted to examine whether articulation test scores, intelligence test scores, chronological age, number of natural parents in the home, number of siblings in the home, number of schools attended or any combination of those variables could also be predictors of reading achievement when compared to standardized achievement test scores. The subjects for the study were forty-two second, third and fourth grade remedial reading students. The variables in this study were students' scores on the SRA Achievement Series reading subtest, the Photo Articulation Test, the SRA Short Test of Educational Ability, and their chronological ages, number of natural parents in the home, number of siblings in the home, and number of schools attended. The data from the variables were analyzed using a Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analysis indicated that none of the variables, either singly or in combination, were significant predictors of reading achievement when compared to the SRA Achievement Series reading subtest.","abstract_html":"This study was conducted to examine whether articulation test scores, intelligence test scores, chronological age, number of natural parents in the home, number of siblings in the home, number of schools attended or any combination of those variables could also be predictors of reading achievement when compared to standardized achievement test scores. The subjects for the study were forty-two second, third and fourth grade remedial reading students. The variables in this study were students' scores on the SRA Achievement Series reading subtest, the Photo Articulation Test, the SRA Short Test of Educational Ability, and their chronological ages, number of natural parents in the home, number of siblings in the home, and number of schools attended. The data from the variables were analyzed using a Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analysis indicated that none of the variables, either singly or in combination, were significant predictors of reading achievement when compared to the SRA Achievement Series reading subtest.","abstract_has_math":false,"creators":["Brock, Alberta J."],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["James Layton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1978,"date_issued":"1978-12-01T08:00:00Z","date_published":"1978-12-01T08:00:00Z","updated_at":"2026-07-24T03:15:23Z","subjects":["Other Education"],"languages":[],"rights":["© Alberta J Brock"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/374","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Layton"]},{"key":"dc:creator","label":"Author","values":["Brock, Alberta J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Alberta J Brock"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/374"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was conducted to examine whether articulation test scores, intelligence test scores, chronological age, number of natural parents in the home, number of siblings in the home, number of schools attended or any combination of those variables could also be predictors of reading achievement when compared to standardized achievement test scores. The subjects for the study were forty-two second, third and fourth grade remedial reading students. The variables in this study were students' scores on the SRA Achievement Series reading subtest, the Photo Articulation Test, the SRA Short Test of Educational Ability, and their chronological ages, number of natural parents in the home, number of siblings in the home, and number of schools attended. The data from the variables were analyzed using a Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analysis indicated that none of the variables, either singly or in combination, were significant predictors of reading achievement when compared to the SRA Achievement Series reading subtest."]},{"key":"dc:title","label":"Title","values":["A Study of Articulation Ability and Other Selected Variables as Predictors of Reading Achievement of Selected Elementary Students"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Brock, Alberta J."],"dc:description.abstract":["This study was conducted to examine whether articulation test scores, intelligence test scores, chronological age, number of natural parents in the home, number of siblings in the home, number of schools attended or any combination of those variables could also be predictors of reading achievement when compared to standardized achievement test scores. The subjects for the study were forty-two second, third and fourth grade remedial reading students. The variables in this study were students' scores on the SRA Achievement Series reading subtest, the Photo Articulation Test, the SRA Short Test of Educational Ability, and their chronological ages, number of natural parents in the home, number of siblings in the home, and number of schools attended. The data from the variables were analyzed using a Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analysis indicated that none of the variables, either singly or in combination, were significant predictors of reading achievement when compared to the SRA Achievement Series reading subtest."],"dc:identifier":["https://bearworks.missouristate.edu/theses/374"],"dc:rights":["© Alberta J Brock"],"dc:subject":["Other Education"],"dc:title":["A Study of Articulation Ability and Other Selected Variables as Predictors of Reading Achievement of Selected Elementary Students"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:23Z"}