{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1382"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1382","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Study of Cloze Procedure Variables and Standardized Tests as Predictors of Reading Achievement","abstract":"This study was conducted to examine whether standardized reading tests, cloze tests, or any combination of these variables could be predictors of reading achievement. The subjects for this study were ninety-two eighth, tenth, and twelfth grade students. The variables in this study were the The Nelson Reading Test (comprehension), the SRA (language) test, the cloze independent level, the cloze instructional level, and the cloze frustration level. The researcher used a teacher constructed cloze test. Each test consisted of twelve stories of two hundred and fifty words each. The data from the variables were analyzed using Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analysis conducted indicated that none of the variables alone were a good predictor of reading achievement, although all possible combinations of the variables in the multiple regression analysis were significant predictors.","abstract_html":"This study was conducted to examine whether standardized reading tests, cloze tests, or any combination of these variables could be predictors of reading achievement. The subjects for this study were ninety-two eighth, tenth, and twelfth grade students. The variables in this study were the The Nelson Reading Test (comprehension), the SRA (language) test, the cloze independent level, the cloze instructional level, and the cloze frustration level. The researcher used a teacher constructed cloze test. Each test consisted of twelve stories of two hundred and fifty words each. The data from the variables were analyzed using Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analysis conducted indicated that none of the variables alone were a good predictor of reading achievement, although all possible combinations of the variables in the multiple regression analysis were significant predictors.","abstract_has_math":false,"creators":["Haszelbart, Ann"],"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":1980,"date_issued":"1980-07-01T07:00:00Z","date_published":"1980-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:23Z","subjects":["Other Education"],"languages":[],"rights":["© Ann Haszelbart"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/381","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":["Haszelbart, Ann"]}]},{"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":["© Ann Haszelbart"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/381"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was conducted to examine whether standardized reading tests, cloze tests, or any combination of these variables could be predictors of reading achievement. The subjects for this study were ninety-two eighth, tenth, and twelfth grade students. The variables in this study were the The Nelson Reading Test (comprehension), the SRA (language) test, the cloze independent level, the cloze instructional level, and the cloze frustration level. The researcher used a teacher constructed cloze test. Each test consisted of twelve stories of two hundred and fifty words each. The data from the variables were analyzed using Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analysis conducted indicated that none of the variables alone were a good predictor of reading achievement, although all possible combinations of the variables in the multiple regression analysis were significant predictors."]},{"key":"dc:title","label":"Title","values":["A Study of Cloze Procedure Variables and Standardized Tests as Predictors of Reading Achievement"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Haszelbart, Ann"],"dc:description.abstract":["This study was conducted to examine whether standardized reading tests, cloze tests, or any combination of these variables could be predictors of reading achievement. The subjects for this study were ninety-two eighth, tenth, and twelfth grade students. The variables in this study were the The Nelson Reading Test (comprehension), the SRA (language) test, the cloze independent level, the cloze instructional level, and the cloze frustration level. The researcher used a teacher constructed cloze test. Each test consisted of twelve stories of two hundred and fifty words each. The data from the variables were analyzed using Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analysis conducted indicated that none of the variables alone were a good predictor of reading achievement, although all possible combinations of the variables in the multiple regression analysis were significant predictors."],"dc:identifier":["https://bearworks.missouristate.edu/theses/381"],"dc:rights":["© Ann Haszelbart"],"dc:subject":["Other Education"],"dc:title":["A Study of Cloze Procedure Variables and Standardized Tests as Predictors of Reading Achievement"],"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"}