The impact of reading achievement on overall academic achievement
Abstract
This study examined the relationship between reading achievement and achievement in other subject areas. The purpose of this study was to determine if there was a correlation between reading scores as measured by the Standardized Test for the Assessment of Reading (STAR) and academic achievement in language arts, math, science, and social studies as measured by NCE scores on the TCAP at the middle school level in rural Benton County. The research design for this study was correlational in nature. The independent variables were the STAR Reading Scores. The response variable was academic achievement in language arts, math, science, and social studies as measured by NCE scores on the TCAP test. The study sample consisted of 479 middle school (sixth, seventh, and eighth grade) students. The data were analyzed using descriptive and inferential statistics at a 0.05 level of significance. The results indicated that there was a significant relationship between reading scores as indicated by the STAR test and scores in other subject areas as measured by NCE scores on the TCAP. The research indicated that reading achievement does have a significant impact on standardized test performance in language arts, science, and social studies as measured by NCE scores.
Subject Area
School administration|Educational psychology|Literacy|Reading instruction
Recommended Citation
Dawn Earheart Churchwell,
"The impact of reading achievement on overall academic achievement"
(2009).
ETD Collection for Tennessee State University.
Paper AAI3389306.
https://digitalscholarship.tnstate.edu/dissertations/AAI3389306