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ERIC Number: ED180888
Record Type: RIE
Publication Date: 1978
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Influence of Readability of Text, Motivation, and Intelligence on Critical Reading Comprehension of Secondary Social Studies Students.
Ryan, Gary T.
Results of a study to analyze factors affecting critical reading are reported. The factors are readability of textual material, pupil intelligence, and motivation. Passages from U.S. history textbooks, a critical reading and literal comprehension test, and a standard measure of student motivation were administered to 207 senior high school students in a medium-sized rural public school in Texas. Passages from the textbooks treated the same topic, but were written at a different level according to the Fry Readability Graph. Critical reading comprehension results indicated that readability was not a statistically significant factor, students with high motivation to learn were more successful with critical reading skills, and intelligence was a significant factor. Literal comprehension results showed that students tested on the easiest to read material had higher literal comprehension scores than those tested on medium to low readability materials; students with high motivation to learn were more successful than those with low motivation; and students with above average intelligence had significantly higher scores than those with average or low intelligence. Further research should address factors that theoretically affect the critical readability of textual passages, and should determine the extent to which variables measured in this study are related to textual materials in other content fields. (Author/KC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A