ERIC Number: ED037462
Record Type: RIE
Publication Date: 1969-Dec
Reference Count: 0
Relationship of Thought Processes to Language Responses in Disadvantaged Children. Final Report.
Lundsteen, Sara W.; Fruchter, Benjamin
The objectives of this study were to determine the strength and importance of the relationships among features of oral and written language proficiency and their accompanying thought processes, and to dimensionalize variables that may be manipulated to assist development of disadvantaged children. Test scores from measures of language/thinking proficiency, such as problem solving, listening, abstract quality of thinking, and reading achievement (15 variables in all), were collected from 312 fifth-grade students randomly placed in experimental and control groups, who had completed all pretests and post-tests, and from 153 sixth-grade students who had completed retention tests. Experimental-group children had received instruction in problem solving, listening, and abstract thinking. The major method of statistical analysis consisted of principal-axis factor analysis of the 15 variables, with varimax and oblique rotation. Results showed that three factors could be extracted and interpreted--reading achievement, verbal abstract thinking, and problem solving. An implication of the study was that socioeconomic status, possibly more than I.Q., is a crucial influence on reading performance. (Author/JM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Texas Univ., Austin.