Reading Improvement and its Correlates

Abstract

Over a 3-yr. period, 3 summer reading clinics were held at a diagnostic center. California Reading Test (Form X or W) was administered to the children during their first day at the clinic while an alternate form was administered on the last day. Ten additional variables were correlated with the improvement noted. During the first year of the clinic two significant correlations were observed between reading improvement and total percentile on the Mental Health Analysis and between reading improvement and the WISC Verbal IQ. During the second year, remediation strategies were shifted and a significant relationship emerged with WISC Performance IQ. For the third year, remediation strategies again shifted and another significant relationship with the Mental Health Analysis was noted.