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ERIC Number: ED063602
Record Type: RIE
Publication Date: 1972-May
Pages: 109
Abstractor: N/A
Reference Count: 0
Reading Comprehension Emphasis in Pupil Materials during the 1930's and the 1960's.
Sweigart, Elizabeth Cooling
Through an analysis of children's reading materials published in the 1930's and 1960's, an attempt was made to show the difference in the amount of responses requiring literal comprehension (i.e., direct or paraphrased answers from the reading materials) and critical comprehension (i.e., use of interpretive and critical reading skills). Examined were materials published by the same companies--five basic readers, seven workbooks, and two sets of "My Weekly Reader." Findings showed that critical response gains in the newer materials varied from 10-60%, with the average gain of 32 in critical questions for all the materials. In spite of this increase, the average number of literal questions and responses remained the same in the 1960's as in the 1930's. Also noted was that in all materials except one, the actual number of vocabulary responses increased greatly. This analysis of materials appears to reflect the more recent emphasis on critical comprehension; nevertheless, literal comprehension questions still account for approximately 50% of the total number of comprehension questions surveyed. (Appended are a reference list and tables indicating percentages of literal and critical responses.) (HS)
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 Univ., The State Univ. of New Jersey