ERIC Number: ED045331
Record Type: RIE
Publication Date: 1970-Sep
Reference Count: 0
The Relationship Between Understanding Grammatical Conjunctions and Reading Comprehension. Final Report.
Three hypotheses concerning the degree to which understanding of various conjunctions is related to reading comprehension were tested. Four instruments, two standardized tests and two designed for the experiment, were administered to a stratified sample of Mansfield, Ohio, fourth-grade students. The first hypothesis--that there is a significant relationship between ability to identify relationships that conjunctions signal and reading comprehension--was accepted on the basis of significant correlations on all measures. The second hypothesis--that there is a significant difference in the difficulty of various conjunctions--was supported through item analysis, binomial test, and chi-square indices of relative difficulty for various conjunctions. The third hypothesis--that significant differences in comprehension of conjunctions exist for boys and girls, for socioeconomic levels, and for intelligence levels--was also accepted. Among the implications of the study were the suggestions that more attention be given to teaching conjunctions and the relationships they signal and that more attention be given to the role of conjunctions in assessing the readability of materials. Tables and a bibliography are included. (MS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Ohio State Univ., Columbus. Research Foundation.