The Effects of Change in Instructional Effectiveness on the Relationship of Teacher Expectations and Student Achievement |
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| Abstract: | AbstractThe literature concerning passage dependence in tests of reading comprehension abounds with statements about the importance of the topic. Yet no study was located that investigated the extent to which conventional reading comprehension scores correlate with scores of another form of the test administered with its passages removed. It was argued that until this relationship is shown to be less than perfect, there would be an inadequate data base from which to profess the importance of passage dependence. The present study provided such data for seventh and eighth grade students. It was found that independent scores obtained under the two administration conditions were more highly correlated than seems previously to have been assumed. However, this correlation was judged to be not sufficiently high to render the topic of passage dependence moot. |
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