The computed intraclass reliability coefficients for the comprehension multiple-choice tests for both the 11th and 12th grade were. An ANOVA was used to determine if significant differences existed between the group means on the cloze test for students who were classified as independent, instructional, and frustrational level readers. The Pearson product moment correlation was utilized to determine the relationship between the comprehension and cloze tests. The intraclass (KR20) reliability coefficient was used to evaluate the data and to determine the reliability of each test. Subjects' scores from each test were tabulated and analyzed. The cloze test was administered during the first six days and the comprehension test was administered during the following eight days. The testing period was spread over fourteen consecutive school days. Multiple-choice and cloze tests were constructed from the same reading passages selected from the eleventh and twelfth grade Earth Science textbooks. The cloze test was used to establish the corresponding cloze test intervals that relate to the three reading levels established by the reading comprehension test scores and to determine if the cloze test can be used to measure reading comprehension of earth science textbooks in the Arabic language. The comprehension test was used to measure the students' reading comprehension and to determine the percentage of students whose reading abilities were at the independent, instructional, and frustrational reading levels. The instruments used in this investigation were a multiple-choice comprehension test and the cloze test. It consisted of 157 eleventh and 152 twelfth grade students.
The sample was drawn from six high schools in the Riyadh district. The target population was all of the 3,814 eleventh and twelfth grade male students enrolled in the science division of the public secondary schools in the city of Riyadh. The purpose of this study was threefold first, to determine the precentage of students in grades 11 and 12 who demonstrate reading ability at the independent, instructional, and frustrational levels of reading in the public secondary schools in the city of Riyadh, Saudi Arabia with regard to earth science textbooks second, to establish cloze score intervals which are representative of independent, instructional, and frustrational student reading levels and third, to determine if the cloze test can be used to evaluate reading comprehension in the Arabic language. The cloze test has been used extensively in the United States and to a moderate degree in other countries to determine students' comprehension of textbooks. As a measure of reading difficulty the cloze procedure has gained prominence in the readability research. The literature has also indicated that science textbooks present unique problems to readability. Authorities in the field have ascertained that science textbooks are often too difficult for students to read. The notion that textbook reading difficulty needs to be matched with student reading ability has been emphasized by readability investigators. The concept of readability has been given great attention in the past 50 years.
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