An Investigation into the Relationship between Mobility and Reading Comprehension of Junior High Pupils

Abstract

This study investigated the relationship between mobility and achievement in reading comprehension. The cumulative records of 78 junior high students were reviewed to obtain the data needed. Intelligence test scores for the Otis-Lennon School Ability Test and the achievement subtest score in reading comprehension for the Stanford Achievement Test were obtained from those student records. The cumulative records yielded additional information regarding the types of schools attended (parochial versus public), the grade level at which the transfer occurred (grades 1-3 versus grades 4-8), and sex. A significant difference was found between the reading comprehension scores of mobile and non-mobile students. No difference was found between reading comprehension scores of mobile pupils and the types of schools attended or the grade level at which the transfers occurred. A significant relationship was found between reading comprehension scores of mobile pupils and IQ, but no relationship was found between reading comprehension scores and sex. This analysis led to the conclusion that in this testing population of junior high students, the non-mobile students scored higher in the reading comprehension area than those students who had one or more moves between schools. In addition, intelligence was positively related to reading comprehension.