ERIC Number: ED245189
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
The Interaction of Basic Skills and Reading Comprehension.
Bulcock, Jeffrey W.
A series of six models were devised and tested to address the structure of elementary school achievement in language, work study, reading, and mathematics skills. The models were based on two assumptions: first, that information processing strategies of children would govern their basic skills performances; and, second, that the basic skills would be interrelated or mutually reinforcing. The six models include a revised model of discourse processing; recursive and nonrecursive models of the responsiveness of children's basic skills in grade four to their information processing strategies; a nonrecursive model of grade four literacy and numeracy; and longitudinal recursive and nonrecursive models of grade six literacy and numeracy. Results showed convincing support for the first model. Support for the second model, however, was not forthcoming. When literacy and numeracy in grade four were taken into account, the responsiveness of grade six reading to grade six mathematics was negligible; and the responsiveness of grade six mathematics to grade six reading was negative. Appendixes include a description of the variables, a matrix of correlations, and conceptual diagrams and equations for each of the six models. (HOD)
Publication Type: Reports - Research; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (29th, Atlanta, GA, May 6-10, 1984).