An assessment of the minimum reading comprehension of prospective teachers as defined by a de facto standard |
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| Authors: | Earl F Rankin Warren E Lacefield |
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| Institution: | (1) University of Kentucky, USA |
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| Abstract: | This study contrasts minimum reading comprehension of prospective teachers and average readability of required undergraduate textbooks. The Degrees of Reading Power (DRP) test represents student test scores and textbook readability measurements on the same scale. Over 2,274 teacher education program applicants at 21 institutions in one state participated. A representative sample of 237 books used in these schools was selected. Since the mean DRP test score for students (79.6) was much higher than the mean DRP readability for books (69.9), any difficulties in understanding the average text by the average student cannot be due to basic deficiencies in reading comprehension. However, 20% of the applicants scored below the average DRP value for all books and 33% below the average for the more difficult books. Minimum reading ability varied with plans for teaching at different grade levels and academic areas and with level of commitment to the teaching profession. |
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