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ERIC Number: ED073422
Record Type: Non-Journal
Publication Date: 1972-Sep
Pages: 50
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reading Comprehension and Intelligence: A Fallacious Correlation?
Fuller, Renee; And Others
Four papers detailing the Fuller Reading System and its successful use with low-IQ subjects and one paper discussing the System and the results of using it are presented in this collection. The subjects were 23 residents of Maryland's principal institution for the retarded. They ranged in age from eleven to 51 years and in Stanford-Binet IQ from 33 to 72. Daily five-to-twenty-minute teaching sessions for one year resulted in all subjects being able to read at the third grade level as measured by the Spache readability formula. The Fuller Reading System consists of simplified alphabet learning based on the distinctive features of each letter; the most common phonic sound as the name for each letter; an auditory, visual, kinesthetic, and tactile approach; and action-oriented space oddysseys as reading content. Dr. Fuller poses a number of questions about what intelligence is and the high positive correlation between IQ measures and predictability of school performance. The discussant, Dr. Sam Glucksberg, also questions the accepted relationship between measured intelligence and reading comprehension, citing prominent twentieth century research on several sides of the issue. (TO)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A