Analysis of the Chunked Reading Test and Reading Comprehension

Abstract

The newly developed Chunked Reading Test was further analyzed by correlating the scores on this test with three other standardized reading tests—Davis Reading Test, Nelson-Denny Reading Test, and Tinker Speed of Reading Test. A rational analysis of the scores on all of the tests suggested that each score could be designated as measuring one of the following three types of variables: efficiency (E), accuracy (A), and rate (R). The tests were administered to 41 college students and the inter-correlations were factor analyzed. Two factors fit the data, and they were readily interpretable as an A factor and an R factor. A single factor fit forced upon the data was readily interpretable as an E factor. The results suggested that: (a) apparent differences among the variables measured by standardized reading tests for adults are more superficial than real, (b) all of the scores on these tests can be interpreted as being valid indicators of individual differences in the efficiency, accuracy, and rate at which thoughts are understood while reading, and (c) empirical support exists for the purported theoretical relationship, E=AR.