Premium
Statistically significant differences between subtest scores on the test of reading comprehension
Author(s) -
Eaves Roland C.,
Simpson Robert G.
Publication year - 1986
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198607)23:3<255::aid-pits2310230305>3.0.co;2-x
Subject(s) - psychology , strengths and weaknesses , reading comprehension , test (biology) , reading (process) , comprehension , significant difference , developmental psychology , test score , standardized test , mathematics education , social psychology , statistics , linguistics , paleontology , philosophy , mathematics , biology
The authors contend that erroneous conclusions concerning intraindividual strengths and weaknesses may result when comparing scaled scores on subtests of The Test of Reading Comprehension. Examination of scaled scores may seem to indicate that a given student has performed better on one subtest than on another when, in reality, the difference between the two scores is not statistically significant. The authors present a table in which statistically significant differences between subtest scaled scores are identified. Use of the table enables more precise determination of intraindividual strengths and weaknesses.