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ERIC Number: ED071065
Record Type: Non-Journal
Publication Date: 1973-Jan
Pages: 78
Abstractor: N/A
Reference Count: N/A
The Effects of Impulsivity on the Reading Achievement of Disadvantaged Students.
Brenner, Barbara
This study extends previous research done on the impulsivity-reflection dimension whereby it was determined that children who are impulsive tend to report the first response that occurs to them, while reflective children delay before answering (considering the alternative solutions to problems with high response uncertainty); and that disadvantaged children are more impulsive than their middle class counterparts. This study was designed to determine whether the variable impulsivity affects the reading achievement of disadvantaged students on a group standardized reading test. First, 34 third grade disadvantaged subjects were given Form F of the Elementary Metropolitan Reading Test under the Standard Condition (allowing for impulsivity). A week later they were retested with Form G of the same test under the Imposed Latency Condition (to control for impulsivity). This time the subjects were not allowed to answer until told to do so, and they were instructed to think over the alternative possibilities before answering. An analysis of the data indicated students scored significantly higher under the Imposed Latency Condition on the Word Knowledge Test, the Reading Test, and on the total test score.(Author/HS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests