Loading...
The Effect of Conceptual Tempo on the Standard Cloze and Maze Performance of Third Grade Children
Journal Title
Readers/Advisors
Journal Title
Term and Year
Publication Date
1984-05-01
Book Title
Publication Volume
Publication Issue
Publication Begin
Publication End
Number of pages
Files
Research Projects
Organizational Units
Journal Issue
Abstract
This study investigated the effect of the cognitive style dimension of conceptual tempo (reflection/impulsivity) on the standard cloze and maze performance of thirty-one third grade children. In addition the relationships among reading comprehension, scores on a standard cloze passage, and scores on a maze passage were determined.
Each subject was administered the Matching Familiar Figures Test and two types of cloze: a standard cloze passage with every eighth word deleted and replaced by a blank, and a maze passage with every eighth word replaced within the text by two alternate words in addition to the correct word. One-half of the maze passage choices were graphically similar, and one-half were graphically dissimilar. Students were classified either reflective or impulsive according to scores on the MFFT. Both cloze passages were scored for exact response.
A series of t-tests and Pearson product-moment correlation coefficients were computed to analyze the data. Results indicated that impulsive children had significantly lower scores on the standard cloze passage than did reflective children. Impulsive children also had lower scores than did reflective children on the maze passage, although these findings were not statistically significant. Significant positive correlations were established among reading comprehension, scores on the standard cloze passage, and scores on the maze passage.
Recommendations for further research included replication of the study controlling for reading level of both the subject and the cloze passages. Implications for classroom practice were also discussed. Educators need to identify reflective and impulsive children in the classroom and employ appropriate instructional and evaluation materials. Using the cloze procedure to modify the conceptual tempo of impulsive children was recommended by the researcher.