Exploration of the Structure of Selected Reading Readiness Tests.

The technique of factor analysis was used to explore the structure of five batteries of readiness tests (Gates Reading Readiness Test, Developmental Tests of Visual Perception, Metropolitan Readiness Tests, Specially Constructed Readiness Test by Olson, and Wechsler Intelligence for Children) as predictor variables for the Stanford Achievement Test, Primary I Battery. These tests were administered to 218 first-grade children. Four factors (Verbal-Conceptual Ability, Auditory-Visual Association, Specific Readiness, and Specific Perceptual Organization) were retained for rotation, employing the maxplane method. Intercorrelations among the oblique factors indicated a degree of interdependence between factors 1, 2, and 3. Among the findings were (1) that specific subtests from the Developmental Tests of Visual Perception and the Metropolitan Tests were found to make limited contributions to the prediction of reading achievement and (2) that the specific readiness factor and the specific perceptual organization factor were both independent of reading achievement. The need for further exploration similar to this study was suggested. Tables and references are included. (AW)