Critical reading ability as related to ability in mathematics, general reading ability, and intelligence
Date
1974
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ORCID
Type
Degree Level
Masters
Abstract
This study sought to determine whether three levels of critical reading ability are significantly associated with intelligence, ability in mathamatics as measured by three arithmetic subtests of the Metropolitan Achievement Tests and ability in general reading as measured by the vocabulary and comprehension subtests of the Canadian Tests of Basic Skills and to determine this degree of correlation between critical reading ability and each of the factors of mathematical ability, general reading ability, and intelligence.
The subjects of this study were 161 fifth grade pupils from the Saskatoon public school. Each pupil was given the Ohio State University Critical Reading Test and the mathematics computation, concepts and problem solving subtests of the Metropolitan Achievement Tests. C.T.B.S. vocabulary and comprehension scores as well as Lorge-Thorndike intelligence scores were obtained from school records.
Groups of upper 27%, middle 46% and lower 27% achievers in critical reading were formed. A two way analysis of variance was undertaken to test for significant differences in intelligence, computation, concepts, problem solving, vocabulary and comprehension when subjects are
classified by of critical reading ability
and sex. Pearson product moment correlational matrices were determined. The analysis of the data indicated the following:
1. Grouping children by critical reading abilities differentiates ability in computation, concepts, problem solving, comprehension and vocabulary as well as intelligence.
2. Boys are superior to girls in vocabulary. No other significant sex differences were shown to exist.
3. Positive correlations, ranging from moderate to substantial exist mathematics between critical reading and intelligence, mathematics computation, mathematics problem solving, C.T.B.S. vocabulary and C.T.B.S. comprehension. Comprehension shows the highest correlation with critical reading and computation the lowest. Although the differences between the correlations were not significant, the females tended to have higher coefficients of correlation among the variables than the corresponding ones for the male group.
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Degree
Master of Education (M.Ed.)
Department
Curriculum Studies
Program
Curriculum Studies