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ERIC Number: ED013716
Record Type: RIE
Publication Date: 1967
Pages: 1
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
READING SUCCESS AND PERSONALITY VALUE-SYSTEMS SYNDROME--A THIRTY-YEAR THEN AND NOW STUDY AT THE JUNIOR HIGH SCHOOL LEVEL. FINAL REPORT.
ATHEY, IRENE J.; HOLMES, JACK A.
ERIKSON'S THEORY ON THE DEVELOPMENT OF A HEALTHY PERSONALITY IS INTEGRATED WITH HOLMES' THEORY OF READING IN ORDER TO DERIVE A TESTABLE HYPOTHESIS REGARDING THE CONTRIBUTION OF SPECIFIED PERSONALITY CHARACTERISTICS TO READING SUCCESS AND TO VALIDATE THE FINDINGS. THE STUDY WAS CONDUCTED IN THE FOLLOWING THREE PHASES--THE CONSTRUCTION OF NEW SCALES COMPOSED OF PERSONALITY ITEMS WHICH SIGNIFICANTLY DIFFERENTIATED GOOD AND POOR READERS AT THE NINTH-GRADE LEVEL IN 1936, A LONGITUDINAL APPLICATION OF THESE SCALES TO THE SAME SAMPLE OF STUDENTS WHEN THEY WERE IN THE SEVENTH, EIGHTH, AND NINTH GRADES IN 1933 AND 1934, AND A CROSS-SECTIONAL REPLICATION AFTER 30 YEARS. FIVE SAMPLES WERE USED. TWO (N'S-160 AND 130) WERE DRAWN FROM THE LONGITUDINAL STUDY (1933-35) AT THE INSTITUTE OF HUMAN DEVELOPMENT, UNIVERSITY OF CALIFORNIA. THREE COMPARABLE SAMPLES WERE SELECTED FROM GRADES SEVEN, EIGHT, AND NINE IN 1966. SPECIFIC PERSONALITY CHARACTERISTICS HYPOTHESIZED FROM AN INTEGRATED ERIKSON-HOLMES THEORY WERE CONSISTENTLY RELATED TO READING IN THE SEVENTH, EIGHTH, AND NINTH GRADES, AND FOR TWO SIMILAR GROUPS 30 YEARS LATER. THE REPORT INCLUDES TABLES, FIGURES, THE SELF-INTEREST INVENTORY, AND A BIBLIOGRAPHY. (RH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Office of Education (DHEW), Washington, DC.
Identifiers: Department of Health Education and Welfare; UNIVERSITY OF CALIFORNIA; University of Rochester NY