A Study of Spelling Ability as a Predictor of Reading Achievement of Selected Elementary Students
This study was conducted to examine whether spelling test scores could be used as predictors of reading achievement when compared to standardized achievement test scores. The subjects for the test were thirty third, fourth, and sixth grade students. The variables in this study were students' scores on the SRA Achievement Series reading, spelling, and vocabulary subtests, and the Spelling Errors Test. The data from the variables were analyzed using a Pearson product-moment correlational technique. The statistical analysis indicated that spelling, used as a single variable, was a significant predictor of reading achievement when compared to the SRA Achievement Series reading subtest.
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