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ERIC Number: ED046664
Record Type: RIE
Publication Date: 1971-Jan
Pages: 66
Abstractor: N/A
Reference Count: 0
A Comparison of General and Specific Reading Skills as Related to American History Achievement at the Eleventh-Grade Level.
Connors, George C.
Whether vocabulary and comprehension skills as measured by a content reading test were more related to achievement than the same skills as measured by general tests was investigated. The subjects were 140 high-school juniors. Also, whether or not there was a significant difference between high and low achievers in the skills measured was assessed using 31 high and 39 low achievers. The author-constructed American History Reading Test was used to measure vocabulary and comprehension skills in the content areas and was compared to the same skills as measured by the Nelson-Denny Reading Test, the Davis Reading Test, and a history achievement test. The total scores of the American History Reading Test were found to correlate higher with history achievement than did the scores of the general reading tests. All the subscores were also closely related to achievement than the general reading scores with the exception of reading for inference. A significant difference was found between the high and low achievers in all the skills measured with the exception of reading for main ideas and reading for inference. It was concluded that a specialized vocabulary of historical terms was highly related to history achievement. References and graphs are given. (Author/DE)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: M. Ed. Thesis, Rutgers, The State University, New Brunswick, N. J.