ERIC Number: ED237963
Record Type: RIE
Publication Date: 1983-Nov
Reference Count: 0
The Effect of Cognitive Organization Ability on Reading Comprehension.
A study investigated the effects of nonverbal and verbal classification abilities on reading comprehension. Subjects, 104 fourth grade students, were tested on three measures of classification skill (a shifting of criteria task, a free sorting task, and a three-level hierarchical classification task) and on a measure of recall of relevant story aspects. Student IQ scores were also gathered from school records. Intercorrelations among IQ, recall, nonverbal, and verbal classification were computed and the data were submitted to multiple regression analysis with recall as the dependent variable and nonverbal and verbal classification as the independent variables. Results showed that the effect of nonverbal and verbal classification ability on reading comprehension as measured by recall was too small to be statistically significant when IQ was controlled. Although nonverbal classification explained more of the variance of recall than did verbal classification, this difference was probably due to an overlap in the amount of variance explained by both IQ and verbal classification. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the New York State Reading Association (17th, Kiamesha Lake, NY, November 8-13, 1983).