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ERIC Number: ED195979
Record Type: RIE
Publication Date: 1977-Dec
Pages: 18
Abstractor: N/A
Reference Count: 0
The Child's Concept of Reading: Its Relationship with Cognitive Development and Reading Achievement.
Fletcher, Patricia M.
Twenty second grade students were tested to determine the possible relationships between concrete operations and reading and between cognitive clarity and reading achievement. The subjects performed six Piagetian conservation tasks and four tasks on cognitive clarity. Reading achievement was based on student records. The data on the relationship between concrete operations and the child's concept of reading were inconclusive, influenced by the instruments used to measure cognitive clarity, which apparently emphasized different aspects of cognitive clarity. There were significant relationships between the attainment of the concrete operations and (1) the ability to form classes of numbers, letters, and nonletter nonnumber characters; (2) the ability to form classes of nonsense words, words, phrases, and sentences; and (3) the cognitive clarity score derived from a free sorting task in which linguistic class concepts were emphasized. There were significant relationships among the three cognitive clarity measures and the reading scales, but not for all the variables. Thus, questions remained concerning the nature of the relationship between cognitive clarity of reading and reading achievement. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (24th, Baltimore, MD, October 30-November 1, 1980).