Date of Award

January 2014

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Communication Sciences & Disorders

First Advisor

Sarah Robinson

Abstract

The Measures of Academic Progress (MAP) test is a computer-based academic assessment of reading comprehension that is used by school districts nationwide. The MAP has established reliability, but its validity is not widely available. The purpose of this study was to seek validity for the MAP by comparing it to the Gray Oral Reading Test--5th edition (GORT-5), a frequently used and valid clinical test of reading comprehension. Participants included twenty-eight fourth grade students ranging from 9;7 to 10;8 years of age, with a mean of 10;2. Each participant completed the GORT-5 and MAP test. The GORT-5 and MAP each yield two reading scores: one that exclusively measures reading comprehension and another that offers an overall score of reading ability, which considers skills such as vocabulary, phonological awareness, reading speed, etc. Results indicated a fair-to-moderate correlation (r=.39) between comprehension scores, and a strong correlation (r=.65) between overall scores of reading. Several theories are discussed as to why the comprehension scores were not strongly correlated.

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