Teachers' judgments of pupils' reading ability correlate more highly with a general mental ability test than with any of the so-called reading tests¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 1921 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the VIII Grade reading study, Reading Ability T correlated +0.77 with the Terman Group Test, more than with Thorndike's Visual Vocabulary (+0.62) or other reading tests. → Wyman 1921

Evidence¶

Wyman 1921¶

Wyman, J. B., & Wendle, M. (1921). What is Reading Ability? The Journal of Educational Psychology, 518-531. https://eric.ed.gov/?q=%22What+is+Reading+Ability%22

q3 · i? · associational · r1

Grade VIII reading study: 36 pupils tested, with two teachers independently ranking reading ability averaged as criterion Reading Ability T. The Terman correlation (+0.77 ± 0.05) exceeded all so-called reading tests; Monroe Rate showed "very little correlation" (+0.10). No standardised effect size is printed, so no magnitude is coded.

"These correlations show that what teachers call "reading ability" correlates more highly with what the Terman test measures than with what the so-called reading tests measure."

Discussion¶

Related Claims¶

• The low corrected correlation between the arithmetic exercise and the English criterion affords objective evidence that arithmetic and English ability are separate capacities — related
• Under the expert-weighted criterion (Reading Ability C), the Terman Group Test correlates highest, raising the question whether the criterion measures general intelligence — related
• Of the so-called reading tests used, Thorndike's Visual Vocabulary is the best measure of reading ability — related