The Concurrent Validity of the Diagnostic Analysis of Reading Errors as a Predictor of the English Achievement of Lebanese Students.

Saigh, Philip A.; Khairallah, Shereen

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Peer reviewed

ERIC Number: EJ296161

Record Type: Journal

Publication Date: 1983

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The Concurrent Validity of the Diagnostic Analysis of Reading Errors as a Predictor of the English Achievement of Lebanese Students.

Saigh, Philip A.; Khairallah, Shereen

Educational and Psychological Measurement, v43 n4 p1149-52 Win 1983

The concurrent validity of the Diagnostic Analysis of Reading Errors (DARE) subtests was studied, based on the responses of Lebanese secondary and postsecondary students relative to their achievement in an English course or on a standardized test of English proficiency. The results indicate that the DARE is not a viable predictor of English proficiency in Lebanon. (PN)

Descriptors: English (Second Language), Error Patterns, Foreign Countries, High Schools, Language Handicaps, Language Tests, Learning Disabilities, Postsecondary Education, Test Validity

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Lebanon

Grant or Contract Numbers: N/A

Author Affiliations: N/A