The Effect of Conceptual Tempo on the Standard Cloze and Maze Performance of Third Grade Children

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.