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Investigation of the relationship between selected skills and first grade reading achievement Thomson, Doris Jeanne

Abstract

In a comparative study of successful and unsuccessful readers near the end of first grade, reading achievement tests -were administered to one hundred nine subjects and those scoring in the upper and lower quarters of the ordered standard scores were designated as good and poor readers respectively. A battery of seven tests was administered to the fifty-four subjects thus selected. The battery was composed of two tests of visual perception (visual memory of symbols and reversal of symbols), three verbal coding tests (letters, transposition of consonant trigrams, and phonemes, blends, and phonograms), and two tests of meaningful association (vocabulary listening and sentence listening). It was found that good and poor readers were significantly different (.0001) on the subskills considered simultaneously and beyond the .02 level of significance on each of the seven subskills considered separately. Different patterns of correlation were evidenced with generally significant correlations within the clusters for poor readers but not for good readers. Regression analysis indicated that the verbal coding and meaningful association clusters made significant contributions to the prediction of reading category (successful or unsuccessful). The contribution of the visual perception cluster was also significant when it was entered before the verbal coding cluster. The subskill variables making the greatest contribution to the prediction of reading category were phonemes and vocabulary listening. All subskills with the exception of reversals were significant predictors if they were entered early in the regression analysis. Approximately 85 per cent of the variance in reading achievement as designated by successful or unsuccessful category was accounted for by the subskills tested.

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