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Factor Analysis of the Metropolitan Readiness Test on First-Grade Children.
Peer reviewed Peer reviewed
Watkins, Ernest O.; Wiebe, Michael J. – Psychology in the Schools, 1984
Investigated the factor composition of the Metropolitan Readiness Test, using first-grade subjects (N=1,241). A total battery score was supported, as well as a second factor believed to represent a language dimension of the test. None of the MRT's other content areas or a distinct prereading measure were identified. (Author/JAC)
Descriptors: Elementary School Students, Factor Analysis, Grade 1, Primary Education
The Relative Predictive and Construct Validities of the Otis-Lennon Mental Ability Test, The Lorge-Thorndike Intelligence Test, and the Metropolitan Readiness Test in Grades Two and Four: A Series of Multivariate Analyses
Peer reviewed Peer reviewed
Proger, Barton B.; and Others – Educational and Psychological Measurement, 1971
Descriptors: Comparative Analysis, Factor Analysis, Grade 2, Grade 4
Factorial Validity of the 1976 Edition of the Metropolitan Readiness Tests for Males and Females.
Peer reviewed Peer reviewed
Dappen, Leon; Reynolds, Cecil R. – Psychology in the Schools, 1981
The 1976 Metropolitan Readiness Test was factor analyzed from responses of (N=408) beginning first graders. Results indicated a single general readiness factor, consistent with prior research, best described the battery of eight subtests. This factor was invariant across sex when separate analyses for males and females were compared. (Author)
Descriptors: Elementary Education, Elementary School Students, Factor Analysis, Grade 1
The Invariance of the Factorial Validity of the Metropolitan Readiness Tests for Blacks, Whites, Males, and Females.
Peer reviewed Peer reviewed
Reynolds, Cecil R. – Educational and Psychological Measurement, 1979
The six subtests comprising the Metropolitan Readiness Tests were factor analyzed separately for White females, White males, Black females, and Black males. A single factor best described the structure of the test for each group. The factor structure was essentially invariant with regard to race and sex variables. (Author/CTM)
Descriptors: Black Students, Factor Analysis, Grade 1, Primary Education