An Investigation of the Relationships among Several Language Variables and Three Categories of Reading Achievement

Abstract

The purpose of this study was to investigate the relationships among several language variables and three categories of reading achievement. The sample, thirty second grade students, was given the Test of Language Development and The Metropolitan Achievement Test – Primary II to assess various subskil1s of language development and reading achievement. The subtest scores of these measuring devices were computer analyzed to determine correlation coefficients among the variables. Significant relationships were found between children's Picture Vocabulary competence and Comprehension, and between children’s Grammatic Understanding and Comprehension. Several variables showed negative correlations and almost no relationship existed between some of the variables. This study could be replicated at grade levels other than second; with children of varying reading levels; with respect to factors such as intelligence or sex; or by investigating other language or reading competencies than the ones studied in this research project. A limitation of this study is the small sample. The instruments used to measure language and reading ability must be accepted if the conclusions are to be regarded as valid. This investigation found a variety of relationships among language and reading variables.