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1 April 2014 A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores
Denise A. Allen
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Abstract

Little empirical evidence suggested that independent reading abilities of students enrolled in biology predicted their performance on the Biology I Graduation End-of-Course Assessment (ECA). An archival study was conducted at one Indiana urban public high school in Indianapolis, Indiana, by examining existing educational assessment data to test whether a relationship between reading proficiency and student performance on the Biology I ECA existed. The Pearson product-moment correlation coefficient was r = 0.712 (P < 0.01). A strong positive relationship between Biology I ECA and Lexile reading scores accounted for 50.7% of the variance. The results suggested that any measure to increase reading levels would increase standardized biology assessment scores.

©2014 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp. DOI: 10.1525/abt.2014.76.4.6
Denise A. Allen "A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores," The American Biology Teacher 76(4), 247-251, (1 April 2014). https://doi.org/10.1525/abt.2014.76.4.6
Published: 1 April 2014
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KEYWORDS
Biology I ECA
Lexile
reading ability
Standardized assessment
urban public high school
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