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ERIC Number: ED046665
Record Type: RIE
Publication Date: 1970-Dec
Pages: 12
Abstractor: N/A
Reference Count: 0
Correlational and Factor Analysis of Critical Reading and Critical Thinking--Twelfth Grade.
Follman, John; And Others
To provide empirical data from which inferences could be made about the definition of critical reading and also the relationship between critical reading and critical thinking were the main objectives of this study. The Reading Comprehension Test; the Test of Critical Thinking, Form G; the Nelson-Denny Reading Test, Form A; and the Lorge-Thorndike Intelligence Tests were administered to 57 twelfth-grade students at Robinson High School, Tampa, Florida. The subjects had already taken the Florida Statewide Twelfth Grade Tests. Factor analysis of the subtests indicated a general factor with substantial language variance, a critical reading factor, a nonverbal factor, and several small critical thinking and language factors. Rotation sharpened the factors indicated in the factor analysis. The general factor became a strong group verbal language factor, particularly vocabulary. The critical reading factor consisting of all critical reading subtests and three critical thinking subtests was sharpened. Several other small factors were identified. It was concluded that critical reading overlaps substantially with reading, thinking, and language activities, particularly vocabulary. It was also concluded that there is considerable overlap between critical reading and critical thinking. Tables and references are given. (Author/DE)
Twentieth Yearbook of the National Reading Conference, Marquette University, 1217 W. Wisconsin Ave., Milwaukee, Wis. 53233
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the National Reading Conference, St. Petersburg, Fla., Dec. 3-5, 1970