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Is Scientifically Based Reading Instruction Effective for Students with Below-Average IQs?
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Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Cheatham, Jennifer P.; Al Otaiba, Stephanie – Exceptional Children, 2014
This longitudinal randomized-control trial investigated the effectiveness of scientifically based reading instruction for students with IQs ranging from 40 to 80, including students with intellectual disability (ID). Students were randomly assigned into treatment (n = 76) and contrast (n = 65) groups. Students in the treatment group received…
Descriptors: Reading Instruction, Instructional Effectiveness, Intelligence Quotient, Intelligence Differences
Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured
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Cutting, Laurie E.; Scarborough, Hollis S. – Scientific Studies of Reading, 2006
Reading comprehension scores from the Wechsler Individual Achievement Tests, the Gates-MacGinitie Reading Test, and the Gray Oral Reading Test were examined in relation to measures of reading, language, and other cognitive skills that have been hypothesized to contribute to comprehension and account for comprehension differences. In a sample of 97…
Descriptors: Reading Comprehension, Word Recognition, Language Proficiency, Thinking Skills
USING THE CLOZE PROCEDURE AS A TESTING TECHNIQUE.
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KIRBY, CLARA L. – 1968
THE STUDY WAS DESIGNED TO DETERMINE WHETHER SCORES FROM A CLOZE TEST WOULD DIFFER SIGNIFICANTLY FROM SCORES ON SELECTED STANDARDIZED SILENT AND ORAL READING TESTS. PUPILS IN GRADES 1 THROUGH 6 IN AN ELEMENTARY SCHOOL IN THE MIDWEST (N-178) SERVED AS SUBJECTS. THE MEAN INTELLIGENCE QUOTIENT FOR THE TOTAL GROUP WAS 101.7. THE VARIABLES CONSIDERED…
Descriptors: Age Differences, Cloze Procedure, Elementary Education, Intelligence Differences
The Knowledge Base and Memory Performance: A Comparison of Academically Successful and Unsuccessful Learners. Paper 5/1987.
Schneider, Wolfgang; And Others – 1987
The expert-novice paradigm, which demonstrates the outstanding role of domain-specific knowledge in explaining differences in memory behavior and performance, was examined. Two studies are described which compared memory performance of groups equivalent with regard to domain-specific knowledge but differing in intellectual ability. The hypothesis…
Descriptors: Age Differences, Elementary Education, Foreign Countries, Intelligence Differences
An Investigation of the Interrelationships Among Certain Specific Predictor Variables and Two College Bound High School Student Reading Enhancement Classes.
Johnson, Joseph Carlton; Jacobson, Milton D. – 1968
The general reading attainment realized by 44 college-bound senior high school students in a 12-week program was studied. The effects of intelligence, sex, race, high school attended, college board scores, age, college choice, and socioeconomic status on the criterion variables of reading rate, vocabulary, and comprehension were also studied. The…
Descriptors: Age Differences, College Bound Students, Intelligence Differences, Racial Differences
The Foundations of Verbal Comprehension.
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Hunt, Earl – 1978
It is difficult to account for the real and easily measured differences in verbal competence. Differential psychologists investigate basic traits from which observed behavior is thought to be generated, but if thinking is viewed as a problem in information handling, research will more profitably focus on the relationship between behavior in…
Descriptors: Behavioral Science Research, Cognitive Ability, Intelligence Differences, Learning Processes
THE SUBSTRATA-FACTOR THEORY--SUBSTRATA FACTOR DIFFERENCES UNDERLYING READING ABILITY IN KNOWN-GROUPS.
HOLMES, JACK A.; SINGER, HARRY – 1961
THIS EXPERIMENT WAS DESIGNED TO FURTHER EARLIER INVESTIGATIONS OF THE GENERAL "SUBSTRATA-FACTOR THEORY OF READING" AND TO TEST TWO HYPOTHESES AT THE HIGH SCHOOL LEVEL OF SUCH KNOWN-GROUPS AS (1) TOTAL, (2) BOYS VERSUS GIRLS, (3) BRIGHT VERSUS DULL, (4) FAST VERSUS SLOW READERS, AND (5) POWERFUL VERSUS NONPOWERFUL READERS. THE MAJOR…
Descriptors: Academic Achievement, Behavior Patterns, Behavioral Sciences, Group Dynamics
Anchor Test Study. Final Report. Volume 22, Subgroup Comparison Graphs, Linear Equating Method, Grade 4.
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Bianchini, John C.; Loret, Peter G. – 1974
The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…
Descriptors: Equated Scores, Grade 4, Graphs, Individual Differences
Anchor Test Study. Final Report. Volume 24, Subgroup Comparison Graphs, Linear Equating Method, Grade 5.
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Bianchini, John C.; Loret, Peter G. – 1974
The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…
Descriptors: Equated Scores, Grade 5, Graphs, Individual Differences
Anchor Test Study. Final Report. Volume 25, Subgroup Comparison Graphs, Equipercentile Equating Method, Grade 5.
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Bianchini, John C.; Loret, Peter G. – 1974
The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…
Descriptors: Equated Scores, Grade 5, Graphs, Individual Differences
Anchor Test Study. Final Report. Volume 26, Subgroup Comparison Graphs, Linear Equating Method, Grade 6.
Bianchini, John C.; Loret, Peter G. – 1974
The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…
Descriptors: Equated Scores, Grade 6, Graphs, Individual Differences
Anchor Test Study. Final Report. Volume 27, Subgroup Comparison Graphs, Equipercentile Equating Method, Grade 6.
Bianchini, John C.; Loret, Peter G. – 1974
The Anchor Test Study provides a method for translating a pupil's score on any one of eight widely used standardized reading tests for Grades 4, 5, and 6 to a corresponding score of any of the other seven tests, as well as furnishing new nationally representative norms for each of the eight tests. In addition, the Study presents new estimates of…
Descriptors: Equated Scores, Grade 6, Graphs, Individual Differences
Comparison of Two E.L.T. Procedures -- An Experiment in Applied Psycholinguistics.
Pal, Anasuya – CIEFL Bulletin, 1974
Results of an experimental study in India comparing two alternative procedures for teaching the set English text for class IX are examined against the background of the general mental ability, verbal reasoning ability, numerical reasoning ability, and general intelligence of the pupils. Other variables considered in the analysis are sex, age, and…
Descriptors: Age, Curriculum Evaluation, Educational Research, English (Second Language)
Blind Children Learn to Read.
Lowenfeld, Berthold; And Others – 1968
Three hundred sixty-two questionnaires concerning braille reading instruction were completed by teachers in all 50 regular residential schools for the blind in the United States and in 258 local schools. Results revealed a considerable uniformity of methods. Two hundred blind students in grades 4 and 8 of local and residential schools were…
Descriptors: Blindness, Braille, Exceptional Child Research, Grade 4