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ERIC Number: ED003487
Record Type: RIE
Publication Date: 1965
Pages: 295
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
SUBSTRATA-FACTOR REORGANIZATION ACCOMPANYING DEVELOPMENT IN SPEED AND POWER OF READING AT THE ELEMENTARY SCHOOL LEVEL.
SINGER, HARRY
SEVERAL DEVELOPMENTAL HYPOTHESES DRAWN FROM THE SUBSTRATA-FACTOR THEORY OF READING WERE TESTED AT THE ELEMENTARY SCHOOL LEVEL. TO ELABORATE ON THEORETICAL ASSERTIONS THAT READING ABILITY IS AN AUDIOVISUAL PROCESSING SKILL OF SYMBOLIC REASONING, THE SUBSTRATA FACTORS ACCOMPANYING DEVELOPMENT OF SPEED AND POWER OF READING WERE DEPICTED IN DIAGRAMMATIC MODELS. THE EXPERIMENTAL DESIGN CONSISTED OF (1) SELECTION OF A BATTERY OF TESTS FOR PREDICTING SPEED AND POWER OF READING, (2) ADMINISTRATION OF THIS BATTERY TO REPRESENTATIVE PUPILS IN GRADES THREE THROUGH SIX, AND (3) STATISTICAL TESTS OF HYPOTHESES BY MEANS OF MULTIPLE CORRELATION, SIGNIFICANCE OF DIFFERENCES BETWEEN MEANS OF KNOWN GROUPS, AND FACTOR ANALYSIS. THE SAMPLE CONTAINED 927 PUPILS IN GRADES THREE THROUGH SIX IN SIX ELEMENTARY SCHOOLS IN AN AVERAGE SOCIOECONOMIC DISTRICT. DEVELOPMENTAL HYPOTHESES OF THE SUBSTRATA-FACTOR THEORY WERE CONFIRMED. SPECIFIC FINDINGS INDICATED THAT (1) SEQUENTIAL DEVELOPMENT OF A HIERARCHICAL ORGANIZATION OF SUBSTRATA-FACTORS DID ACCOMPANY IMPROVEMENT IN SPEED AND POWER OF READING, (2) VISUAL PROCESSES WERE DOMINANT FOR SPEED OF READING, BUT BOTH VISUAL AND AUDITORY PROCESSES CONTINUED TO OPERATE IN POWER OF READING THROUGHOUT THE INTERMEDIATE GRADES, (3) SHIFT IN INSTRUCTIONAL EMPHASIS DURING THESE GRADE TOWARDS WORD MEANING AND REASONING-IN-CONTEXT ABILITIES AND PROCESSES WAS TO SOME DEGREE CONSISTENT WITH DEVELOPMENTAL CHANGES, (4) THE AVERAGE READER DEVELOPED MORE OR LESS AT AN EVEN RATE IN ALL OF HIS SUBABILITIES AND IN SPEED AND POWER OF READING THROUGHOUT THE INTERMEDIATE GRADES, AND (5) DURING GRADES THREE THROUGH SIX, THE SLOWEST AND LEAST POWERFUL READERS WERE APPROXIMATELY THREE GRADES BEHIND THE DEVELOPMENT OF THE FASTEST AND MOST POWERFUL READERS. (JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: California Univ., Riverside.
Identifiers: CALIFORNIA; California (Riverside); Substrata Factor Theory