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ERIC Number: ED150554
Record Type: RIE
Publication Date: 1977-Dec
Pages: 11
Abstractor: N/A
Reference Count: 0
A Comparative Analysis Among the Variables of Intelligence, Sex, and Gain Made in Comprehension of Sixth Year Students When Taught Global or Specific Comprehension Skills.
Hicks, Reta D.; Monroe, Eula E.
This study investigated the effectiveness of teaching specific rather than global comprehension skills; the correlations among sex, intelligence level, and comprehension gain when taught global or specific comprehension skills; and the correlations between the factors of intelligence, comprehension, and vocabulary without regard for the teaching method. After 20 sixth graders completed an intelligence test, an achievement test, and an informal reading inventory, they were randomly selected for experimental group instruction in specific comprehension skills, based on diagnosed needs, or for control group instruction in global comprehension skills. Both groups received equal amounts of instruction for fourteen weeks. Posttest scores show that no significant gain in comprehension was made by either group and that no significant correlations were evidenced between sex, intelligence, and gain in comprehension. These findings leave unanswered the question of what teaching mode is more effective for reading comprehension development, and raise the question of the significance for vocabulary as a factor contributing to comprehension development. (Author/RL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (27th, New Orleans, Louisiana, December 1-3, 1977)