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ERIC Number: ED134982
Record Type: Non-Journal
Publication Date: 1976-Nov
Reference Count: N/A
Reading in the Structure of Scholastic Performance.
Bulcock, Jeffrey W.; Beebe, Mona J.
The postulate that reading is primarily an indicator of the general level of the individual's thinking and reasoning processes, rather than merely a set of distinct and specialized skills, is examined within the framework of a social psychological model of the structure of scholastic performance. Using data from the English subsample of the IEA survey of achievement in reading, literature, and science, it is shown that reading comprehension accounts for the differences in the subject-matter performances of 14 year olds, to a much greater degree than any other known factor. Socioeconomic circumstances of the children did not directly affect subject-matter performance; rather, background factors were mediated by verbal ability and reading comprehension. Girls outperformed boys in literature and boys outperformed girls in science, but the net disadvantage of the girls in science was less than that of the boys in literature. "Fixed" inputs of scholastic performances were less powerful than were controllable determinants such as reading comprehension; therefore, teachers may legitimately be expected to assume greater responsibility for scholastic performances than heretofore. (Author/AA)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Stockholm Univ. (Sweden). Inst. for the Study of International Problems in Education.
Identifiers - Location: United Kingdom (England)