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Abstract

The Koppitz Developmental Scoring System for the Bender-Gestalt test was re-examined using 289 randomly selected children from Grades 1, 3, and 6 of the Northern Arizona area. Data were obtained for scorer reliability and scoring-system reliability. Koppitz items as predictors of the Stanford Achievement Test reading scores were checked. Although significant correlations were obtained between total Koppitz scores and reading achievement, the magnitudes were too low for individual prediction. More than half of the Koppitz items were not discriminators at any one grade, 7 were significant at Grade 1, 2 at Grade 3, and 2 at Grade 6. No items differentiated all grades. Consequently, the Koppitz items should be used carefully and not as the sole indicator of reading problems

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Re-Examination of Koppitz' Developmental Bender Scoring System

Abstract

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