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The Fundamental Reading Competencies Test
Selina J. Ganopole
Journal of Educational Measurement
Vol. 17, No. 1 (Spring, 1980), pp. 71-74
Published by: National Council on Measurement in Education
Stable URL: http://www.jstor.org/stable/1434674
Page Count: 4
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Although numerous achievement tests are available, few qualify as appropriate for use in minimum competency assessment programs. Their unsuitability may be most apparent in the area of reading, where recent use of the term "minimal competencies" frequently connotes the ability to perform reading tasks necessary for day-to-day living. The need for an instrument which would assess high school students' proficiency with respect to well-defined functional reading skills motivated the development of the Fundamental Reading Competencies Test (FRCT). Competencies assessed by the FRCT are described, and test-retest and equivalent forms reliability are reported. Also reported are the FRCT's descriptive and domain-selection validity. It is concluded that the FRCT is a valid and reliable measure of functional reading skills, suitable for use in minimum competency assessment programs.
Journal of Educational Measurement © 1980 National Council on Measurement in Education