Relationships between the different indicators of reading performance were analysed. This required separate analyses for each text, because the comprehension questions were specific to each text. Quite consistent patterns were found across texts, bands, and the three types of reading material. The key findings were:
•students with high error percentages generally had low self-correction rates;
•the accuracy with which students read words was not a good predictor of their level of comprehension, assessed through re-telling or comprehension questions;
•self-corrections were not a good predictor of levels of comprehension;
•students who performed well on re-telling also tended to perform well on comprehension questions.
These results help to confirm that both reading accuracy information and comprehension information are valuable in assessing reading performance.
