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ERIC Number: ED120714
Record Type: Non-Journal
Publication Date: 1975
Pages: 75
Abstractor: N/A
Reference Count: N/A
Some Effects of Student and Teacher Field-Dependence-Independence on Reading Achievement at the End of Grade One.
Estes, Daniel Buchanan
The purpose of this study was to investigate the relationship between field articulation and reading achievement at the end of grade one, and to investigate the effect on the pupil's reading achievement of the field articulation of the classroom teacher. The sample of pupils was drawn from eight first grade classrooms of female teachers. The teachers were designated field-dependent or field-independent on the basis of their performance on the Group Embedded Figures Test. Selected pupils had to meet several criteria, including having an intelligence score between 84 and 116 on the Otis-Lennon Mental Abilities Test. Pupils who scored in the upper and lower thirds on the Portable Rod and Frame Apparatus were designated field-dependent and field-independent respectively. Comparisons of the means of the reading subtests of the Cooperative Primary Tests were carried out between groups of field-dependent and field-independent pupils. It was concluded that reading achievement at the grade one level is not related to the field articulation of pupils of either sex, and reading achievement at grade one is not related to the match or mismatch of the pupil's field articulation with that of the teachers. (Author/TS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-7427, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A