Little empirical evidence suggested that independent reading abilities of students enrolled in biology predicted their performance on the Biology I Graduation End-of-Course Assessment (ECA). An archival study was conducted at one Indiana urban public high school in Indianapolis, Indiana, by examining existing educational assessment data to test whether a relationship between reading proficiency and student performance on the Biology I ECA existed. The Pearson product-moment correlation coefficient was r = 0.712 (P < 0.01). A strong positive relationship between Biology I ECA and Lexile reading scores accounted for 50.7% of the variance. The results suggested that any measure to increase reading levels would increase standardized biology assessment scores.
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Research Article| April 01 2014
A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores
Denise A. Allen
Denise A. Allen
1DENISE A. ALLEN (firstname.lastname@example.org) is a secondary teacher at Our Lady of Lourdes Catholic School in Indianapolis, IN 46219. She received her Master of Arts in Teaching from Marian University, Indianapolis. She has a Bachelor of Science in Public Health Dental Hygiene from Indiana University School of Dentistry. Her research and teaching interests center on increasing adolescent literacy and academic achievement through reading and writing.
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The American Biology Teacher (2014) 76 (4): 247–251.
Denise A. Allen; A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores. The American Biology Teacher 1 April 2014; 76 (4): 247–251. doi: https://doi.org/10.1525/abt.2014.76.4.6
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