The Relationship between Students’ Ability to Read A Textbook and Achievement

Abstract

This study explored the relationship between students’ ability to read and performance on a teacher-made achievement test. One hundred forty five twelfth graders were given a cloze test to measure ability to read. After covering a five-day instructional unit, a teacher-made achievement test was administered. Results of correlation coefficients indicated that the ability to read was unrelated to performance on a teacher-made achievement test. Speculations on alternative explanations were made.