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ERIC Number: ED054914
Record Type: RIE
Publication Date: 1971-Jun
Pages: 64
Abstractor: N/A
Reference Count: 0
Role of Immediate Recall in Selected Comprehension Tests at the Junior High Level.
Esposito, Marietta Lee
An investigation was made to determine (1) if different reading comprehension subtests measure the same facets of comprehension, (2) what proportion of variance is accounted for in scores if verbal comprehension is partialed out, and (3) how highly group intelligence test scores correlate with comprehension tests which require immediate recall and those that do not. Forty seventh-grade remedial reading students were given the Spache Reading Scales and the Triggs Diagnostic Reading Test. Lorge-Thorndike group intelligence test scores were intercorrelated with the comprehension scores. Of the ten intercorrelations among the four comprehension subtests and IQ scores, four were significant at the .05 level or greater. The range of the partial correlations was from -.21 to .15. The variance accounted for by verbal comprehension ranged from -.04 to .03; other factors accounted for variation from .01 to .20. Triggs and IQ scores correlated highly at .50, but since a .39 correlation between IQ and Spache silent scores which demand immediate recall was also found, it was concluded that the third question was not satisfactorily answered. Suggestions for changes in the research design, a bibliography, appendixes, tables, and copies of the test are included. (BM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Doctoral dissertation submitted to Rutgers, The State University of New Jersey