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ERIC Number: ED046661
Record Type: RIE
Publication Date: 1971-Jan
Pages: 61
Abstractor: N/A
Reference Count: 0
Some Relationships between Concept Formation and Reading Achievement.
Keiser, Ruth H.
The relationships between reading scores of seventh-grade readers and their scores on the Zaslow Concept Formation Test were studied. The Gates-MacGinitie Reading Test and Tests of General Ability scores were obtained from school records on 118 students of which 32 were considered high-scoring readers (upper 27 percent) and 32 low-scoring readers (lower 27 percent). The Zaslow Concept Formation Test was administered to all 64 subjects individually over a 4-day period. The results indicated the following: (1) There was no difference between the upper and lower groups in their ability to understand the continuum on Phase A of the Zaslow test; there was some difference between the two groups when comprehension of the continuum was related to task structure. (2) There was a significant positive relationship between reading achievement and error scores as well as between IQ and error scores on the Zaslow test. (3) There was no measurable relationship between reading achievement scores and width and consistency of concepts. The author concluded that the findings essentially corroborate other concept-formation studies in that there are some relationships between abilities to read and conceptualize in children about 12 years of age. Tables and a bibliography are given. (Author/DE)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.