Factors Related to Poor Readers' Achievement Test Performance

Abstract

The influence of reading demands on the achievement test performance of sixth grade readers was examined. Ninety subjects took the Stanford Achievement Test in November under standard conditions: (a) test read to subjects, untimed, (b) test read to subjects, timed, (c) test read by subjects, untimed. Analyses of gain scores showed that subjects who had the test read to them made the greatest gains. Time limits, sex and ability did not differentially affect gains.