A Study of the Variables Self-Concept, Vocabulary, Intelligence, and Sex as Predictors of Reading Comprehension

Date of Graduation

Spring 1978

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations, and Technology

Committee Chair

James Layton

Abstract

This study was conducted to examine whether intelligence test scores, sex, self-concept, and vocabulary or any combination of these variables could be predictors of future success in reading comprehension. The subjects for this study were thirty-four sixth grade students. The variables in this study were the California Test of Mental Maturity, the Piers-Harris Self Concept Scales, sex, and the Nelson Reading Test. The data from the variables were analyzed using a Pearson product-moment correlation technique and a multiple regression analysis formula. The statistical analysis conducted indicated that the combination of all variables was the best predictor of reading comprehension. The best restricted model for predicting reading comprehension was self-concept and vocabulary. The results of the analysis of the data indicated a significant relationship between paragraph comprehension and vocabulary. Also, a significant relationship existed between paragraph comprehension and intelligence, and between vocabulary and intelligence. Although not significant, paragraph comprehension and sex were related. Girls scored higher in paragraph comprehension than boys. Self-concept and sex were not significantly related, but boys showed higher self-concept scores than girls.

Subject Categories

Other Education

Copyright

© Mildred H White

Citation-only

Dissertation/Thesis

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