Abstract
Compares the effectiveness of the Gates-MacGinitie Readiness Skills Test (G-M) and Illinois Test of Psycholinguistic Abilities (ITPA) for predicting reading achievement in grade one and studies whether either test differentially predicts reading in an i. t. a. approach Gr a t. o. sight approach. Subjects in grade one were administered the G-M, a measure of intelligence, and the ITPA at the beginning of the school year and the Lee-Clark Reading Tests at the end of the year. Subjects were learning to read in two approaches to reading –i. t. a. and t. o. sight-oriented approach. Relationships between the G-M. IQ, ITPA, and reading were analyzed using Pearson-Product Moment Correlations, Partial Correlations with intelligence controlled, and Stepwise Regression Analyses. The G-M was found to be a better predictor of reading than the ITPA for both i. t. a. and t. o. groups. The relative importance of specific subtests was found to depend on the factors of reading groups and/or sex. Future research may find a combination of available reading readiness tests to be most predictive of reading.
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