Abstract
AbstractThe problem is described as matching student reading levels to appropriate literature selections in secondary English classes. Hypotheses tested include prediction of comprehension from cloze scores on short stories and novel, effects of practice on subsequent cloze tests, and correlations related to sex differences, socioeconomic factors, and standardized reading tests. Procedures had 10th-grade students read two short stories and one novel, each pretested with cloze tests and posttested with multiple-choice comprehension tests (a total of six scores), as part of regular English class activities. Results support the cloze as a predictor for short stories and indicate that practice does affect cloze scores in this experimental design. Differences in cloze scores by sex are not significant, though some socioeconomic factors and standardized reading test scores are significantly correlated.
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