Comparative Validity of Five Reading Diagnostic Tests

Abstract

Five reading diagnostic tests were administered to twenty-seven fourth-grade children in an attempt to assess their inter-relationships and comparative validity, Teacher ratings, standardized test scores, and grades were used as criteria. All tests had acceptable validity coefficients, although they were somewhat lower than previous results. The Bond, McCullough, and Doren tests were quite similar and their validities were somewhat higher than the Roswell and McKee. Vowel related subtests contributed most heavily to the relationship between tests and criteria, and reading-arithmetic relationships were frequently higher than reading-reading relationships.