{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1390"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1390","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Study of the Correlation Between Teacher Judgement of Reading Readiness and the Results of a Standardized Reading Readiness Test","abstract":"The purpose of this study was to provide information concerning the relationship between two methods of predicting reading readiness. The study was implemented to examine whether a significant relationship existed between teachers' judgment of the reading readiness of children and a standardized reading readiness test score for those children. The study was further designed to correlate the strength of teachers' judgment on subtest areas and the readiness subtest scores. In reviewed literature support was found for both reading readiness tests and teachers' subjective judgment along with many definitions and variables related to readiness. In the analysis of data a highly significant relationship was found on teachers' judgment of composite reading readiness and also on each of the subtest areas. However, each correlation coefficent accounted for less than half of the total variance when perfectly predicting the reading readiness areas studied. To the extent that the reading test employed in this study is valid and reliable, sole reliance upon teacher judgment of student reading readiness for first grade was unwarranted.","abstract_html":"The purpose of this study was to provide information concerning the relationship between two methods of predicting reading readiness. The study was implemented to examine whether a significant relationship existed between teachers' judgment of the reading readiness of children and a standardized reading readiness test score for those children. The study was further designed to correlate the strength of teachers' judgment on subtest areas and the readiness subtest scores. In reviewed literature support was found for both reading readiness tests and teachers' subjective judgment along with many definitions and variables related to readiness. In the analysis of data a highly significant relationship was found on teachers' judgment of composite reading readiness and also on each of the subtest areas. However, each correlation coefficent accounted for less than half of the total variance when perfectly predicting the reading readiness areas studied. To the extent that the reading test employed in this study is valid and reliable, sole reliance upon teacher judgment of student reading readiness for first grade was unwarranted.","abstract_has_math":false,"creators":["Massey, Marilyn Sue"],"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":1977,"date_issued":"1977-05-01T07:00:00Z","date_published":"1977-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:23Z","subjects":["Other Education"],"languages":[],"rights":["© Marilyn Sue Massey"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/389","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":["Massey, Marilyn Sue"]}]},{"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":["© Marilyn Sue Massey"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/389"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to provide information concerning the relationship between two methods of predicting reading readiness. The study was implemented to examine whether a significant relationship existed between teachers' judgment of the reading readiness of children and a standardized reading readiness test score for those children. The study was further designed to correlate the strength of teachers' judgment on subtest areas and the readiness subtest scores. In reviewed literature support was found for both reading readiness tests and teachers' subjective judgment along with many definitions and variables related to readiness. In the analysis of data a highly significant relationship was found on teachers' judgment of composite reading readiness and also on each of the subtest areas. However, each correlation coefficent accounted for less than half of the total variance when perfectly predicting the reading readiness areas studied. To the extent that the reading test employed in this study is valid and reliable, sole reliance upon teacher judgment of student reading readiness for first grade was unwarranted."]},{"key":"dc:title","label":"Title","values":["A Study of the Correlation Between Teacher Judgement of Reading Readiness and the Results of a Standardized Reading Readiness Test"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Massey, Marilyn Sue"],"dc:description.abstract":["The purpose of this study was to provide information concerning the relationship between two methods of predicting reading readiness. The study was implemented to examine whether a significant relationship existed between teachers' judgment of the reading readiness of children and a standardized reading readiness test score for those children. The study was further designed to correlate the strength of teachers' judgment on subtest areas and the readiness subtest scores. In reviewed literature support was found for both reading readiness tests and teachers' subjective judgment along with many definitions and variables related to readiness. In the analysis of data a highly significant relationship was found on teachers' judgment of composite reading readiness and also on each of the subtest areas. However, each correlation coefficent accounted for less than half of the total variance when perfectly predicting the reading readiness areas studied. To the extent that the reading test employed in this study is valid and reliable, sole reliance upon teacher judgment of student reading readiness for first grade was unwarranted."],"dc:identifier":["https://bearworks.missouristate.edu/theses/389"],"dc:rights":["© Marilyn Sue Massey"],"dc:subject":["Other Education"],"dc:title":["A Study of the Correlation Between Teacher Judgement of Reading Readiness and the Results of a Standardized Reading Readiness Test"],"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"}