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Abstract

The Diagnostic Analysis of Reading Errors (DARE) was administered to 40 post secondary school Lebanese students who were enrolled in an intensive English language preparatory course as well as to 79 high school students who were enrolled in a private Lebanese school. The DARE subtest scores for members of the former group were correlated with their scores on the American University of Beirut's English Entrance Examination, and the DARE subtest scores of individuals in the latter group were correlated with their semester grades in English. The results revealed that the concurrent validity coefficients accounted for an inappreciable amount of variance shared between DARE subtests and either one of the two criterion measures.

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The Concurrent Validity of the Diagnostic Analysis of Reading Errors as a Predictor of the English Achievement of Lebanese Students

Abstract

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