A Study of the Relationship Between Students' Scores on the Best and Reading Achievement

This study was conducted to examine whether certain scores on the mathematics objective from the Missouri Basic Essential Skills Test were significant predictors of students' reading levels as measured by using the subtests on the Nelson Reading Test. The subjects for this study were fifty-three ninth grade students. The Basic Essential Skills Test was administered to the students in March, 1981, at the end of their eighth year of schooling, while the Nelson Reading Test was administered to them in September, 1981, at the beginning of their ninth year. The data from the variables were analyzed using a multiple regression analysis formula. The results of the statistical analysis indicated a correlation between objectives six (measuring perimeter, area, and volume), twelve (identifying horizontal, vertical, and intersecting lines), and thirteen (identifying geometric figures) from the Basic Essential Skills Test and the vocabulary subtest on the Nelson Reading Test. There was no significant correlation between Basic Essential Skills Test objectives one (addition and subtraction of whole numbers), two (multiplication and division of whole numbers), three (addition and subtraction of fractions), four (multiplication and division of fractions), eight (interpreting charts and graphs), and thirteen (determining averages) and the comprehension subtest on the Nelson Reading Test.

Name thesis:degree_name

Master of Science in Education in Literacy

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Reading, Foundations, and Technology

Year

1981

Author dc:creator

• Wehrman, Jane

Contributors dc:contributor

• James Layton

• Other Education

Statement dc:rights

• © Jane Wehrman

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/412

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1413