ERIC Number: ED212974
Record Type: RIE
Publication Date: 1982-Jan
Reference Count: 0
The Relationship of Classification Abilities and Reading Achievement of Second and Third Grade Remedial Readers.
Foltz, Mary Jo Wisneski
An integrated, three-dimensional cognitive model of reading comprehension was used to investigate the relationship between Piagetian theory (classificational reasoning abilities that emphasize the tacit use of metalinguistic concepts), and reading acquisition (word recognition and reading comprehension). Twenty-four second and third grade remedial readers were administered measures of classificational reasoning ability, word recognition, and reading comprehension. The results of a correlational analysis indicated that a small but definite relationship existed between classificational reasoning and reading comprehension and an almost negligible positive relationship between classificational reasoning and word recognition ability. The findings suggest that metalinguistic knowledge may be more applicable to reading comprehension than to word recognition activities. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Metalinguistic Awareness; Piagetian Theory; Schemata
Note: Paper presented at the Annual Meeting of the International Interdisciplinary UAP-USC Conference on Piagetian Theory and the Helping Professions (12th, Los Angeles, CA, January 8-9, 1982).