Some effects of elementary science textbook readability levels on science achievement of elementary students with low, average, and high reading abilities

The purpose of this study was to investigate some of the effects of elementary science textbook readability levels on science achievement of elementary school students with low, average, and high reading abilities as measured by the Metropolitan Achievement Tests: Science.

The total reading achievement score obtained on the Metropolitan Achievement Tests: Elementary Form F was used to subdivide 111 students into three reading ability groups. The three groups were found to be significantly different when compared on total reading achievement scores and later were found to be significantly different when compared on science achievement scores obtained from the Metropolitan Achievement Tests: Intermediate Form G administered in April 1980. The gains in total reading achievement were not significantly different from gains in science achievement for any of the three reading ability groups. Gains were calculated from scores on the Metropolitan Achievement Tests: Intermediate Forms F and G administered in October 1978 and April 1980 respectively.

Investigation of the relationship between ability to read the Metropolitan Achievement Tests: Intermediate Form G and scores above 6.7 on science achievement indicated that students who scored above 6.0 on total reading achievement tended to score above 6.7 on science achievement. Study of the relationship between ability to read the sixth grade science textbook and scores above 6.7 on science achievement indicated that students who scored above 7.0 on total reading achievement tended to score above 6.7 on science achievement. Students who scored below 7.0 on total reading achievement had an equal opportunity of scoring above or below 6.7 on science achievement.

A review of the findings led to the following conclusions:

1. Science achievement as measured by the Metropolitan Achievement Tests was affected by total reading achievement.

2. Gains in science achievement scores and total reading achievement scores tended to progress concurrently. 3. Science achievement scores were adversely affected when students responded to an achievement test with an estimated readability level that exceeded the total reading achievement level of the individual student. 4. Science achievement scores were adversely affected when students studied a basal elementary school textbook which had an estimated readability level which exceeded the total reading achievement level of the individual student.