Literaturnachweis - Detailanzeige
| Autor/inn/en | Henderson, Edmund H.; Long, Barbara H. |
|---|---|
| Titel | Predictors of Success in Beginning Reading Among Negroes and Whites. |
| Quelle | (1969), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Beginning Reading; Black Achievement; Black Students; Grade 1; Lower Class Students; Predictive Measurement; Reading Achievement; Reading Readiness; Self Esteem; Social Class; Teacher Evaluation; Upper Class |
| Abstract | Predictors of reading success for 188 Negro and white upper- and lower-class children in eight schools of two adjoining Southern rural counties were determined. The Children's Self-Social Constructs Test provided measures of such areas as self-esteem, social dependency, and minority identification. Teachers rated each child on 24 kinds of behavior, and the Metropolitan Readiness Test, the Otis Quick-Scoring Mental Ability Tests, and the Metropolitan Reading Test were administered. Negro and white children differed significantly in all measures of achievement and intelligence. Significantly more white children were promoted to grade 2, and among those promoted, white children were significantly higher on total reading and IQ. When IQ was statistically controlled, Negro and white children differed significantly in reading. For white children teacher rating, readiness, and IQ were about equally good predictors of total reading achievement. For Negro boys teacher ratings were the best predictors of reading success; IQ as a predictor was considerably lower. For Negro boys and girls low negative relations were found between achievement and both readiness and kindergarten attendance. References are included. (CM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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