A Study of the Construct and Criterion-Related Validity of the Stanford Diagnostic Reading Test

Abstract

Subjects included 143 fifth graders participating in remedial classes and forty-three fourth and fifth graders achieving below grade level in reading. Factor analysis provided information relevant to the construct "reading," while multiple correlations with direct assessments of oral reading accuracy in context and isolation served as evidence of criterion-related validity. Results suggest that, with the exception of the rate subtest, the internal organization of the SDRT is essentially consistent with the authors’ analysis of the reading task. Multiple correlations with oral pronunciation of words in isolation were significant at the .001 level while multiple correlations with orally read words in context and with rate in wpm were significant at the .05 level. In addition to information concerning the Stanford Diagnostic Reading Test, observations regarding the Primary Mental Abilities Test, the Harris Graded Word List, the Gilmore Oral Reading Test, and the Silent Reading Diagnostic Tests are reported.

Notes

¹ Data pertaining to the first investigation were analyzed while the writer was enrolled in a computer usage course at the University of Illinois under the direction of Dr. Kern Dickman. The second portion of the data was collected and interpreted during independent study at the University of Illinois taken under the direction of Dr. William R. Powell.