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ERIC Number: ED094365
Record Type: Non-Journal
Publication Date: 1974-Oct
Pages: 85
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Conservation and Reading Comprehension.
Backus, Mary Giafagleone
In this study it was hypothesized that those students classified as conservers would score significantly higher on cloze passages related to the concepts of number, quantity, and volume than would those students classified as non-conservers. The subjects consisted of a group of 42 sixth grade urban public school students judged to be of low socio economic background. On the basis of performance on the volume task, students were classified as either non-conservers or conservers. For each of the conservation task areas, noun-deletion cloze comprehension passages were administered. T-tests were run using the scores of conservers and non-conservers to determine the interrelationship of cloze one (number), cloze two (quantity), cloze three (volume), total intelligence, verbal intelligence, non-verbal intelligence, total reading, and reading comprehension. Pearson Product-Moment correlations were used to investigate the relationships between total conservation task scores and each of these variables. The results indicated that the students classified as conservers performed significantly better than those classified as non-conservers. Also, it appeared that intelligence played a more significant role in cloze comprehension that did conservation performance. (WR)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A