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ERIC Number: ED278967
Record Type: RIE
Publication Date: 1986-Nov
Pages: 32
Abstractor: N/A
Reference Count: 0
Personality Type and College Reading Comprehension. College Reading and Learning Assistance Technical Report 86-06.
Singer, Marti; Etter-Lewis, Gwendolyn
In a study designed to further define individual differences in reading comprehension, 200 students enrolled in developmental reading courses at a large urban university participated in an experiment that investigated the relationship between personality type and reading comprehension. The students took a reading comprehension test consisting of five narrative and five expository passages and 58 comprehension questions. Each text type was compared with the dimensions on the Myers-Briggs Type Indicator, a personality instrument that measures individual preferences for one of a pair of opposite cognitive processes (Extraversion/Introversion, Sensing/Intuition, Thinking/Feeling, and Judging/Perceiving). The results indicated that most students, regardless of personality type, performed better on narrative text passages than on expository ones, a finding consistent with story grammar theory. In addition, the findings showed that personality can influence comprehension scores, particularly on the dimension of Thinking/Feeling, where an interaction between personality type and text type was found. The findings imply that researchers should assume a more integrated approach to the investigation and interpretation of the reading process. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Georgia State Univ., Atlanta.