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Document Description
TitleThe development and testing of an experience-based informal reading inventory
AuthorHallett, Roberta D.(Roberta Dianne), 1942-
DescriptionThesis (M.Ed.) -- Memorial University of Newfoundland, 1979. Education
Paginationvii, 164 leaves
SubjectReading--Ability testing;
Degree GrantorMemorial University of Newfoundland. Faculty of Education
NotesBibliography : leaves 91-98. QEII has photocopy.
AbstractThe purpose of this study was to develop an informal reading inventory based on the experiences of Newfoundland school children and to test the ability of this instrument to accurately measure the instructional reading level of those students to whom it was administered. -- Passages for this Experience-based Reading Inventory (ERI) were selected from a collection of language experience stories written by children in Newfoundland and Labrador. All passages were subjected to an analysis of their readability by application of the Spache Readability Formule for materials at the primary levels and with the Harris-Jacobson Formula 2 for those thought to be at or above the grade four level of difficulty. -- The sample consisted of twenty-eight students randomly selected from the total grade four population of four schools under the jurisdiction of the Roman Catholic School Board for St. John's. The test battery for each child consisted of the experimental instrument, the Analytical Reading Inventory, the Metropolitan Achievement Test and the Slosson Oral Reading Test. All tests were administered within a three-week period. -- The ability of the ERI to accurately assess student instructional reading levels was tested by comparing silent reading scores obtained with those obtained on the ARI and MAT. Results were statistically analyzed by means of a t-test to test for significant differences between mean instructional level scores as measured by the informal reading inventories. Results were further analyzed by subjecting data to examination by means of a Pearson product-moment correlation coefficient to test the strength of the relationship between the MAT, the ARI and ERI. -- At the.05 level of confidence, statistical analysis revealed that the difference between the mean instructional level scores of the ERI and the ARI was not significant. It was also found that there was a moderately high correlation between scores obtained on the ARI, the ERI and the MAT. This would appear to suggest that the three tests were measuring the same constructs. Final results appear to indicate that an experience-based reading inventory as constructed for this investigation is capable of accurately assessing student instructional reading level scores.
Resource TypeElectronic thesis or dissertation
FormatImage/jpeg; Application/pdf
SourcePaper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier75032260
RightsThe author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
CollectionElectronic Theses and Dissertations
Scanning StatusCompleted
PDF File(78.27 MB) --
CONTENTdm file name309174.cpd