Role of Immediate Recall in Selected Comprehension Tests at the Junior High Level.

Autor/in	Esposito, Marietta Lee
Titel	Role of Immediate Recall in Selected Comprehension Tests at the Junior High Level.
Quelle	(1971), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analysis of Variance; Comprehension; Correlation; Doctoral Dissertations; Group Testing; Intelligence Tests; Junior High School Students; Reading Comprehension; Reading Research; Reading Tests; Recall (Psychology); Remedial Reading + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Korrelation; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Gruppentest; Intelligence test; Intelligenztest; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Leseverstehen; Leseforschung; Lesetest; Abberufung; Leseförderung
Abstract	An investigation was made to determine (1) if different reading comprehension subtests measure the same facets of comprehension, (2) what proportion of variance is accounted for in scores if verbal comprehension is partialed out, and (3) how highly group intelligence test scores correlate with comprehension tests which require immediate recall and those that do not. Forty seventh-grade remedial reading students were given the Spache Reading Scales and the Triggs Diagnostic Reading Test. Lorge-Thorndike group intelligence test scores were intercorrelated with the comprehension scores. Of the ten intercorrelations among the four comprehension subtests and IQ scores, four were significant at the .05 level or greater. The range of the partial correlations was from -.21 to .15. The variance accounted for by verbal comprehension ranged from -.04 to .03; other factors accounted for variation from .01 to .20. Triggs and IQ scores correlated highly at .50, but since a .39 correlation between IQ and Spache silent scores which demand immediate recall was also found, it was concluded that the third question was not satisfactorily answered. Suggestions for changes in the research design, a bibliography, appendixes, tables, and copies of the test are included. (BM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01