The Effectiveness of Visual Perception, Intelligence and Reading Understanding in Predicting Reading Achievement in Junior High School Children

Abstract

The purpose of this study was to assess the role that certain selected variables have in predicting reading achievement. Three hundred forty-seven students were administered the Minnesota Percepto-Diagnostic Test (MPD), the California Test of Mental Maturity (CTMM), Science Research Associates-Reading for Understanding (RFU) and the California Achievement Test (CAT). The last test was used as the criterion variable. All intercorrelations between the criterion and predictor variables were significant beyond the P = .05 level of confidence. Partial correlations deviated very little from the original or zero-order correlations. A regression equation was derived for the present sample. A multiple correlation of .874 was found when the three predictor variables were combined. It was established that 76 per cent of the criterion variations was attributable to the relation of criterion to predictors. It was concluded that in initial screening for weakness in reading achievement the present tests would be of considerable value for the appropriate diagnosis and action for students deficient in this area.