ERIC Number: ED063606
Record Type: Non-Journal
Publication Date: 1972-May
Reference Count: N/A
Multiple Classification, Class Inclusion and Reading Ability. Final Report.
Simpson, Bickley F.
Prompted by Piaget's suggestion that there might be qualitative differences in the thinking processes of children who read well as compared with those who read poorly, this study investigated the mental operations of multiple classification and class inclusion as possible characteristics required for a child to abstract and modify efficient generalizations for reading. S's were 27 second graders (1-10 years, mean IQ 116) and 29 fourth graders (9-11 years, mean IQ 107) randomly selected from Natick, Massachusetts, schools: all possessed middleclass families, spoke a standard dialect, and had received adequate reading instruction. White's Free-Sorting Classification Task and replications of items from Rigney's pictorial test of cognitive development were utilized in the experiment. Results indicated that good classifiers tend to be good readers and that poor readers tend to be preoperational. A child having problems grouping pictures according to varying criteria or dealing with part-whole relationships within a set of categories might have difficulty classifying the letter-sound generalizations necessary for efficient reading. (Author/RD)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Lesley Coll., Cambridge, MA.