The Utilization of Gender, Retention, SES and STEEP Scores to Predict Reading Mastery

Author

Lisa Lee AdamsFollow

Date of Award

2006

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Stephen O’Keefe

Second Advisor

Fred Jay Krieg

Third Advisor

Sandra Stroebel

Abstract

The purpose of this study was to examine the relationship between gender, retention, SES and STEEP scores to predict reading mastery. Second grade students’ records were reviewed to obtain demographic information. SAT 9 scores were used to measure students' reading mastery. SES was measured and defined by approved applications for free or reduced lunch for the 2004-2005 school year. Retention was defined as the number of students previously retained. Logistic regression was used to determine the predictive validity of gender, retention, SES and STEEP scores dependent on SAT 9 reading mastery. Gender, retention, SES and STEEP scores were entered as covariates in SPSS and analyzed for significance in a regression model. Results revealed the model was not as efficient as the use of STEEP by itself. STEEP predicted correctly 90 percent of students who achieved reading mastery on the SAT 9. The model was less accurate in predicting no or partial reading mastery.

Subject(s)

Reading, Psychology of.

Reading readiness.

Recommended Citation

Adams, Lisa Lee, "The Utilization of Gender, Retention, SES and STEEP Scores to Predict Reading Mastery" (2006). Theses, Dissertations and Capstones. 433.
https://mds.marshall.edu/etd/433