A comparison of basic factors in reading patterns with intelligence
| Autor: | Helen Sterling, Ullin W. Leavell |
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| Rok vydání: | 1938 |
| Předmět: | |
| Zdroj: | Peabody Journal of Education. 16:149-155 |
| ISSN: | 1532-7930 0161-956X |
| DOI: | 10.1080/01619563809535483 |
| Popis: | Reading is recognized to be made up of a number of specific abilities. Since an ability to read history efficiently is not necessarily concomitant with an ability to read science efficiently, we can say that there are definite reading abilities necessary in the various content fields which are peculiar to those fields. Nevertheless, there are certain factors basic to all fields. The type of reading one engages in, the manner in which he engages in it, anid his purpose all affect his reading. However, no matter what his purpose, no matter what his material, no matter if he read orally or silently, he always makes fixations, he always has some duration of fixation, some span of recognition, he always reads with some degree of comprehension and at some rate. Usually he makes some regressions. Although some of these factors vary with different materials, purposes, or types of reading material, it seems fitting that they be compared with intelligence under controlled conditions. It is logical to expect children to react in somewhat the same fashion to material of the same type. One hundred ninety-one sixth-grade children were used in this study. One hundred three of these pupils were boys and eighty-eight were girls. All of the children were white and the large majority were American born. The group ranged chronologically from ten years, two months to fifteen years, four months, the median chronological age being eleven years, 9.5 months. The median intelligence quotient of the whole group when measured by the Kuhlmann-Anderson Test was 103.93, but when measured by Myers Mental Measure it was 108.25. Two hundred twenty children were tested originally. Elimination was necessary if a child missed a test or if the photograph of his eyes was not usable. Records were complete on 191 children. Three schools cooperated in the study. Two of them were public schools in Nashville, Tennessee, and the third was a private school in the same city. One of the city schools is in a good residential section, and, at the time the selection of schools was made, it was thought that the group of children from this school would be about |
| Databáze: | OpenAIRE |
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