Date Approved

5-3-1995

Embargo Period

9-12-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Subject(s)

Reading (Primary); Reading readiness

Disciplines

Educational Psychology

Abstract

The purpose of this study was to determine if a relationship exists between Reading Readiness and Reading Achievement Test scores. Reading Readiness was associated with higher Reading Achievement.

Three schools in a low socio-economic section of an inner city school district provided the sample used in this study. The sample consisted of thirty-five Limited English Proficient Students (17 boys and 18 girls). All children were of Hispanic heritage.

The Reading Readiness and Reading Achievement Test scores were compared and analyzed. A Spearman's rho correlational coefficient was used to measure and describe the relationship between both reading test scores.

The analysis of the data indicated that there was a very strong positive correlation between Reading Readiness and Reading Achievement Test scores. The expectation that students' reading achievement would be higher was substantiated.

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