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ERIC Number: ED149128
Record Type: RIE
Publication Date: 1977-Dec-16
Pages: 123
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Carpentry Literature. Readability vs. Reading Ability.
Thornton, L. J.
A research project was designed to determine whether eleventh and twelfth grade students of carpentry possess the reading skills necessary to comprehend instructional materials used in the field and classroom. A sample population of ninety-two students from twenty-seven school districts was selected for testing from three facilities. Three hundred thirteen passages were randomly selected from carpentry literature and clozed for testing. The test was scored according to frustrational, instructional, and independent levels of reading ability. The range of readability of carpentry literature was first half fifth grade to college graduate, with the mean being at the ninth grade level. Student reading ability was tested at low to middle eighth grade. At that level none of the students scored at the frustrational level. Sixty-five percent scored at the high instructional, low independent levels. Conclusions included that carpentry literature readability is bimodal, with a significant portion at levels beyond the abilities of its intended users, and at best, eleventh and twelfth grade carpentry students read carpentry literature at the instruction level, requiring supervision of translation to skill, or remediation to upgrade their average abilities. Recommendations included establishing a content reading skills assessment and training procedure for carpentry students. The "Comprehensive Examination in Carpentry" used in the study is appended. (BL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: State Univ. of New York. Coll. at Utica/Rome. Dept. of Vocational-Technical Education.
Note: Not available in hard copy due to marginal reproducibility of the original document