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ERIC Number: ED064672
Record Type: RIE
Publication Date: 1970
Pages: 125
Abstractor: N/A
Reference Count: N/A
An Analysis of Reading Comprehension Questions in Basal Reading Series According to the Barrett Taxonomy.
Cooke, Dean Albutt
Reading comprehension questions selected from readers, teacher manuals, and workbooks of three current, widely used and representative basal reading series were analyzed according to the Barrett Taxonomy to determine cognitive objectives. The taxonomy has five major divisions and thirty-three levels within, claimed to be cumulative and sequenced according to difficulty of thinking tasks. Of the 3,536 questions analyzed from all of the material and classified in major divisions, 55% were literal comprehension, about 26% were inferential comprehension, 10% were appreciation, about 6% were reorganization, and about 3% were evaluation. The testing of hypotheses established that literal comprehension questions predominated for almost all materials and grade levels, statistically significant difference existed among series, and there was a tendency for question difficulty to increase with grade level. Evidence supported the conclusion that performance of a higher level cognitive task must implement all preceding lower level tasks; therefore the proportion of literal comprehension questions could be reduced. (Author/TO)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 71-12, 124, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
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Note: Ph.D. Dissertation, Cornell University