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ERIC Number: ED264532
Record Type: RIE
Publication Date: 1984
Pages: 37
Abstractor: N/A
Construct Systems of Seventh-Grade Students and Their Relationships to Reading Achievement.
Walker, Rena M.
A study was conducted to examine students' reading difficulties from a metacognitive perspective by considering the content of their awareness and the control they demonstrated over that awareness as they reflected on similarities and differences in various types of reading materials. Subjects were 35 seventh grade students representing seven different achievement levels on the reading comprehension and vocabulary subtests of a standardized achievement test. The repertory grid technique devised by G. A. Kelly was used to elicit subjects' constructs about nine different types of reading materials (including advertisements, maps, and storybooks) that represented different purposes and comprehension levels and offered chances for subjects to construe both surface and deep level structures. Significant differences were found on the number of deep level constructs among the low, middle, and high ability groups. Although high achievers used more deep level constructs that were elaborated and refined, they did not reduce their number of surface or low level constructs. Cluster patterns representing the organization of materials according to similarity of reading purposes were found in a moderate degree at the middle achievement levels; however, complexity cluster organization, construction, and integration were evident only in the highest level. The 10 content categories that emerged from the constructs were highly similar for all achievement levels. The report includes a five-page list of references. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A