A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores
Affiliation:
1. DENISE A. ALLEN (denisea.allen@att.net) is a secondary teacher at Our Lady of Lourdes Catholic School in Indianapolis, IN 46219. She received her Master of Arts in Teaching from Marian University, Indianapolis. She has a Bachelor of Science in Public Health Dental Hygiene from Indiana University School of Dentistry. Her research and teaching interests center on increasing adolescent literacy and
Abstract
Little empirical evidence suggested that independent reading abilities of students enrolled in biology predicted their performance on the Biology I Graduation End-of-Course Assessment (ECA). An archival study was conducted at one Indiana urban public high school in Indianapolis, Indiana, by examining existing educational assessment data to test whether a relationship between reading proficiency and student performance on the Biology I ECA existed. The Pearson product-moment correlation coefficient was r = 0.712 (P < 0.01). A strong positive relationship between Biology I ECA and Lexile reading scores accounted for 50.7% of the variance. The results suggested that any measure to increase reading levels would increase standardized biology assessment scores.
Publisher
University of California Press
Subject
General Agricultural and Biological Sciences,Agricultural and Biological Sciences (miscellaneous),Education
Cited by
1 articles.
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