ERIC Number: ED245202
Record Type: RIE
Publication Date: 1984
Conceptualization, Abstract Skills and Reading Comprehension.
A study was conducted to examine whether improved and more intensive teaching of conceptualization and abstract reasoning skills could be a factor in the improvement of reading comprehension. Subjects were 48 high school sophomores reading at or below grade level, evenly divided in experimental and control groups, from four intact classes. A curriculum devised for the experimental group comprised diverse facets of abstract reasoning skills and was taught over a 5-week period. Pretesting and posttesting were done with a standardized reading comprehension test. Results indicated a statistically significant correlation between conceptualization and reading comprehension. The findings suggest the need for (1) an experimental study with random distribution to establish causality, (2) a test for measuring conceptualization directly and adequately, and (3) an expansion of the experimental curriculum. (FL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A