ERIC Number: ED050905
Record Type: RIE
Publication Date: 1971-Jun
Reference Count: 0
The Effects of Specific Directions on the Reading Comprehension of Sixth-Grade Students.
Calby, Diana Heywood
The effects of specific directions on the reading comprehension of sixth-grade students were investigated. Two passages on different topics, each with 20 percent of the sentences relevant to the topic, were materials for two informal tests administered to 92 six-grade students. Half of the students were given specific directions to learn about the relevant topic, and the other half were not. The post-test contained questions on the relevant and incidental materials. A Focus Ability test and the Gates-MacGinitie comprehension subtest followed. Findings showed that (1) the results from the two material sections were in conflict, (2) the ability to identify relevant material in a passage was not related to the ability to learn the relevant material selectively, (3) there was a low positive relationship between the ability to identify relevant material and the standardized measure of reading comprehension, and (4) the informal measure of reading comprehension scores were significantly correlated with the standardized measure of reading comprehension scores. Further research was suggested. Tables, appendixes, and a bibliography are included. (AW)
Publication Type: N/A
Education Level: N/A
Sponsor: Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.
Authoring Institution: N/A
Note: Thesis submitted partial fulfillment of the requirements for the degree of Master of Education