READABILITY OF THE GATES‐McGINITIE READING TEST: CAUTIONS FOR TEST GIVERS, TEST TAKERS, AND TEST MAKERS

The comprehension passages of the Gates‐MacGinitie Reading Test were subjected to readability analysis using a multi‐formula computer program. Several questions about the comprehension passages were investigated. The questions included, what is the reading grade level of each comprehension passage? Are the test forms for each level equivalent in readability difficulty? Are the comprehension passages arranged sequentially from easy to difficult? Do tests assigned a certain grade equivalent score range really contain comprehension passages representative of that range? This study shows that the test forms are not equally difficult in readability. There appears to be only moderate consideration for arranging the comprehension passages in an established sequential pattern of difficulty. The unequal distribution of passages written below, at, or above the test taker's grade imposes limitations on the credibility of the performance scores. A most important finding is that the grade equivalent scores cannot be assumed to be an accurate report of a student's reading ability. Teachers should not use grade equivalent scores for grouping students or reporting the score to parents as a reliable indicator of reading achievement. Findings are discussed and recommendations are made for changes in the construction of standardized tests.