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ERIC Number: ED141740
Record Type: RIE
Publication Date: 1977-May
Reference Count: 0
Relationships between Critical Reading and Selected Measures of Literal and Interpretive Reading.
Robbins, Ruth H.
Ten reading skills were selected to represent literal, interpretive, and critical reading. An objective test was constructed for each of eight skills, and published tests were used for the remaining two. Complete data were available on 220 upper intermediate children. Using a series of multiple regression analyses it was concluded that a hierarchical relationship existed which specified an ascending order from the literal, to the interpretive, to the critical. Three characteristics underlying the ability to read critically were subjectively identified: the ability to interact with an author; to use criteria for judgment; to suspend judgment. Characteristics of the children which may have influenced their functioning on the tests were studied. The language aptitudes of understanding verbal concepts and organizing data for recall had the greatest impact. Of equal importance was a teacher-group interaction which apparently resulted in three patterns of achievement: above capacity; below capacity; scattered functioning. Chronological age, sex, grade level had limited or no effect. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (22nd, Miami Beach, Florida, May 2-6, 1977) ; Some parts may be marginally legible due to print quality of the original document