Abstract
One hundred and eleven subjects were utilized in a study to determine the ability of the Ginn criterion-referenced reading management system of tests (GRMS) to provide teachers with an efficient and well-organized system for individualizing instruction as well as to predict reading performance. Ginn criterion-referenced and mastery level tests were compared with a series of formal (Stanford Diagnostic Reading Tests or SDRT) scores and informal (Teacher Rating, Classroom Reading Inventory) measures of reading performance. Findings indicated that (1) all tests at the grade one level were found to be equally effective predictors of reading performance; (2) the Ginn (GRMS) tests were observed to be increasingly less effective in predicting reading performance from grade two to three; (3) the Classroom Reading Inventory (CRI) was seen to be an effective predictor of reading performance at all three grade levels; (4) as children gain greater proficiency in reading, the GRMS appears to be less capable of tracking this divergence in reading skill development.
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