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ERIC Number: ED065849
Record Type: RIE
Publication Date: 1972-May
Pages: 13
Abstractor: N/A
Reference Count: 0
Correlation and Factor Analysis of Critical Reading and Critical Thinking--Fifth Grade.
Follman, John; And Others
The purpose of this study was to determine empirically the individual components of critical reading tests and subtests, enabling inferences to be made about the definitions of critical reading and critical thinking and about the relationship between them. The subjects were 50 Hillsborough County, Florida, fifth graders, most of whom were white and of lower or middle socioeconomic background. Two critical reading tests, a critical thinking test, and other aptitude and achievement tests were administered for a total of 17 subtests. The first statistical analyses of the data resulted in the identification of three interpretable factor groups. Critical reading apparently consists of a complex of language, reading, and thinking activities, particularly vocabulary, reading interpretation, and inference. A group of study skills and computational factors and a group including items dealing with relevance of evidence and logical thinking processes are the other identifiable factor groups and are separate from critical reading. Explanation of statistical procedures and correlational tables are included. (See related document CS000102.) (TO)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the International Reading Assn. (17th, Detroit, May 10-13, 1972)