ERIC Number: ED103822
Record Type: RIE
Publication Date: 1974
Reference Count: N/A
The Effects of Race, Sex, Testing Method and Reading Ability on Systematic Errors in Paired-Associate Learning in Beginning Reading.
Griffith, Barbara J.
This study investigated storage and retrieval strategies as evidenced by systematic errors of first grade beginning readers on a noun-noun paired-associate learning task. The subjects were 80 black children and 80 white children, in three racially integrated Cincinnati public schools, attending the first grade for the first time. These 160 children were partitioned according to race, sex, and reading ability. Twenty good readers and 20 poor readers were identified within each of four subgroups: black girls, black boys, white girls, white boys. Within each group of 20, half were randomly assigned to each of the testing methods (visual recognition and auditory recognition). Thus, there were ten subjects in each of 16 race-by-sex by testing method-by-reading ability cells. The actual frequency of systematic errors made by each subject in each of the 16 cells was reduced to ranks within subjects. The results indicated that good readers perform better under the visual recognition task, boys exhibit strength under the auditory recognition testing method, good readers make more visual errors, and poor readers make more synonym errors. (Author/WR)
Descriptors: Beginning Reading, Doctoral Dissertations, Elementary Education, Paired Associate Learning, Racial Factors, Reading, Reading Ability, Reading Research, Reading Skills, Sex Differences, Testing
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-2331, MFilm $5.00, Xerography $11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Cincinnati