The study examines the extent to which two popular Published Reading Inventories (PRIs) identify the same instructional level when administered to 50 children in grades 1 through 7. The results demonstrate a significant lack of congruence between the instruments, particularly at the intermediate grade levels. The application of the Fry Readability Formula to paragraphs from both inventories also shows little agreement in grade level designations. Recommendations that pertain to the possible improvement of PRls are provided.
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