Growth in Intelligence under Differing School Environments |
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| Authors: | Beth L Wellman |
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| Institution: | Iowa Child Welfare Research Station State University of Iowa, Iowa City Iowa |
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| Abstract: | The primary purpose of this study was to determine the predictive quality of reading coping strength and comprehension coping strength measured under conditions of delayed auditory feedback as they relate to self-concept, anxiety, reading achievement, intelligence, and academic ability. Reading tests under delayed auditory feedback were administered to fifty-one sixth-grade students in the Memphis City School System, Memphis, Tennessee. Subjects were chosen from five elementary schools (three white and two Negro ). Reading error scores, under conditions of DAF, were tabulated as a measure of reading coping strength and comprehension coping strength. Eight hypotheses were established and tested by ANOVA, t-test, correlation and multiple correlation. Overall results of the study tend to identify coping strength as a unique variable to consider in the psychology of reading as well as the psychology of such noncognitive variables as anxiety and self-concept.The problem of this study was to make a systematic investigation of the ability of children at the sixth grade level to cope with the effects of delayed auditory feedback while reading. The ability to cope with such effects was defined as reading coping strength and comprehension coping strength. These two variables, reading coping strength and comprehension coping strength, were studied to determine their ability to predict academic success and to compare their predictive strength with that of IQ and reading achievement scores. An additional part of the problem of this study was to determine the intervariable and composite relationships between the variables of self-concept, anxiety, reading achievement, reading coping strength, comprehension coping strength, IQ and grades. |
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