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ERIC Number: ED185539
Record Type: RIE
Publication Date: 1979-Dec
Pages: 64
Abstractor: N/A
Reference Count: 0
The Assessment of Structural Analysis Skills.
Johnson, Dale D.; And Others
Two studies were undertaken to continue a line of research designed to identify the subskills of word identification that correlate most highly with reading comprehension and to develop empirically based instruments to assess those subskills. The issues studied related to the broad area of structural analysis and concerned assessment of skills in the subareas of inflected endings, possessives, and affixes. In the first study, a prototype of the Inflected Endings Subtest was administered to 143 third and fourth grade children. The results indicated that most students had mastered all of the inflected endings assessed, with the exception of the possessive use of the apostrophe. In the second study, a prototype of the Affixes Test was administered to 275 fourth and fifth grade children. The results indicated that while some of the affixes assessed in the test (un-, -ful, -less, for example) were fairly well known by the children, others (pre-, -ant/-ent, for example) were still not understood by a majority of the children. In general, performance on prefixes was significantly greater than performance on suffixes. Overall, girls significantly outperformed boys and fifth grade students achieved higher scores than did fourth grade students. (Author/FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Identifiers: N/A