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ERIC Number: ED165121
Record Type: RIE
Publication Date: 1979-May
Pages: 72
Abstractor: N/A
Reference Count: 0
The Validity of IQ, Underachievement, and Differential Vocabulary as Predictors of Remedial Reading Success of Seventh and Eighth Grade Low Achievers.
Buchman, Michael
Forty low-achieving seventh and eighth grade students were involved in a study to ascertain whether intelligence, underachievement, or the difference between aural and sight vocabularies could predict relative learning rate with respect to reading achievement gains. For purposes of the study, "relative learning rate" was defined as the ratio of the learning rate during remediation to the learning rate prior to remediation. The subjects, more than 70% of whom were nonwhite and 50% of whom were economically disadvantaged, were administered standardized intelligence and reading achievement measures and an experimental differential vocabulary test in late 1977, and a reading achievement posttest in May 1978. Analysis of the test data showed that the three predictor variables were not effective in forecasting remedial reading success; moreover, there was a trend for subjects with low predictive characteristics to gain more than subjects with high predictive characteristics. The findings suggest that the use of intelligence scores and underachievement measures based on intelligence and prior reading achievement are unreliable for economically disadvantaged, minority low-achievers. (FL)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: M.Ed. Thesis, Rutgers, The State University of New Jersey