Abstract
This study examined the predictive utility of five formative reading measures: words correct per minute, number of comprehension questions correct, reading comprehension rate, number of maze correct responses, and maze accurate response rate (MARR). Broad Reading cluster scores obtained via the Woodcock–Johnson III (WJ III) Tests of Achievement served as the criterion variable. Examiners administered all reading measures to 98 students enrolled in upper elementary (UES) and middle school (MS) grades (grades 4 through 8). Results indicated significant intercorrelations within all predictor variables for the combined and UES samples; fewer intercorrelations existed at the MS level. MARR exhibited the highest correlation with WJ III Broad Reading across all correlational analyses. Additional regression analyses indicated that the MARR technique best predicted WJ III Broad Reading cluster scores across all groups analyzed. Limitations of the current study and suggestions for future research are discussed.
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