A Multivariate Analysis of Principle and Trace Elements in "Mature Reading Comprehension".

Autor/inn/en	Manzo, Anthony V.; Casale, Ula Price
Titel	A Multivariate Analysis of Principle and Trace Elements in "Mature Reading Comprehension".
Quelle	(1980), (21 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cognitive Development; Junior High School Students; Junior High Schools; Multiple Regression Analysis; Predictor Variables; Reading Comprehension; Reading Diagnosis; Reading Research + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Prädiktor; Leseverstehen; Leseforschung
Abstract	Data from 80 junior high school students who completed the Assessment of Language and Reading Maturity (ALARM) test battery were used to delineate elements within the concept of mature reading comprehension. Stepwise multiple regression analyses were performed on the 15 ALARM test factors to isolate both the principal elements and the "trace elements" (overlooked factors/key relationships that nourish reading comprehension to mature levels) of mature reading comprehension. The principal elements in both mature reading comprehension and conventional reading comprehension were found to be abstract verbal reasoning, critical judgments-useful information, and critical judgments-reasonability. Of the five trace elements isolated, cultural/experiential compatibility, elaborative thinking, and general knowledge were concluded to be the most important of mature reading comprehension in junior high school students. The isolation of these trace elements was seen as a benchmark in the study of reading maturity, because the elements may have profound implications for indepth reading diagnosis and the selection of reading methodologies. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01