A Correlational Study of the Relationship between Cloze Procedures and Standardized Reading Tests for Intermediate Grades.

This study was conducted to determine whether or not teachers could develop appropriately leveled and shaped cloze procedures that would be significantly correlated to standarized reading tests. The subjects for this study were sixty fourth and sixth grade students. The variables in this study were The Nelson-Reading Test, SRA Reading subtest and the cloze proceure independent level, instructional level, and frustrational level. The cloze procedures were teacher-constructed for the use of this study and developed based on the traditional cloze standards. The data were analyzed using Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analyses conducted indicated that there were high statistical correlations between selected levels of cloze procedure and standardized test scores. Educationally significant correlations were obtained among the three levels of cloze procedure and no single variable was found to be a good predictor of reading achievement. However, many combinations of variables in the prediction models were found to be highly significant predictors of The Nelson-Reading Test scores.