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ERIC Number: ED130235
Record Type: RIE
Publication Date: 1976
Pages: 118
Abstractor: N/A
Reference Count: N/A
A Comparison of Achieving and Nonachieving Readers Using the "Taxonomy of Educational Objectives."
Mullen, Sylvania Murphy
The six levels of understanding used to compare the skills of achieving and nonachieving readers investigated in this study were taken from the cognitive domain of Bloom's taxonomy of educational objectives. It was hypothesized that there is a significant difference, favoring achieving readers, between mean total scores of achieving and nonachieving readers on a test of reading comprehension skills, when the material to be read presents no word recognition difficulties for either group. It was also hypothesized that there is a significant discriminant function separating achieving and nonachieving readers when the variables are the six types of questions reflecting the categories of the cognitive domain. Subjects for this investigation were tenth-grade students attending a comprehensive secondary school. The first hypothesis was not supported, but the second was. It was concluded that, although achieving and nonachieving readers do not differ significantly in their ability to recall information, achieving readers are more able to generalize the select relevant details than are nonachieving readers. Nonachieving readers' difficulty in functioning on the comprehension, analysis, and synthesis levels may also affect their word recognition abilities. (Author/RB)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-22,117, MF $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
Note: Ph.D. Dissertation, Temple University