Degree Granting Department
Psychological and Social Foundations
Kathy Bradley Klug, Ph.D.
Kelly Powell Smith, Ph.D.
Lou Carey, Ph.D.
fcat, motivation to read, ethnicity, high stakes tests, florida
The present study examined the relationships among various learner characteristics and reading achievement, as measured by the Florida Comprehensive Assessment Test (FCAT). Using a multiple regression, the independent variables grade, gender, ethnicity, and motivation to read were used to predict the dependent variable, reading achievement. Participants in this study consisted of 585 students from nine elementary, nine middle, and nine high schools across three districts in Florida.
Using archival data from a database composed by the Florida Center for Reading Research, the FCAT and Motivation to Read Profile were used to compute reading achievement and motivation to read, respectively. FCAT reading achievement was measured by the participant's Sunshine State Standard score in reading, and motivation to read was measured by student responses on the 4-point likert scale of the Motivation to Read Profile. The findings indicate that grade level and motivation to read were significant positive predictors of FCAT reading achievement, and African American and Hispanic ethnicity status were significant inverse predictors of FCAT reading achievement. African American ethnicity status was the strongest predictor of FCAT reading achievement and motivation to read was the second strongest. Gender and mixed ethnicity status did not significantly predict FCAT reading achievement. Results of this study support the findings of previous research.
Scholar Commons Citation
Privé, Amanda A., "The Relationship Among Various Learner Characteristics and Reading Achievement as Measured by the Florida Comprehensive Assessment Test" (2004). USF Tampa Graduate Theses and Dissertations.