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dc.contributor.advisorBegy, Gerald
dc.contributor.authorBorowiec, Patricia F.
dc.date.accessioned2021-09-07T22:06:38Z
dc.date.available2021-09-07T22:06:38Z
dc.date.issued1978-12-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6124
dc.description.abstractThe purpose of this study was to describe the results of a researcher-constructed, critical reading assessment administered to 224 college students (133 first-year students and 91 third-year students) enrolled in a three-year degree program. Subjects were tested on two, longer, topic-related, expository selections. Statistical analysis indicated that total performance score and type of conclusion reached about the selections read were significantly related to the ability to recognize overgeneralizations and contrasting views. Analysis also indicated that those subjects (a) with the higher academic averages, (b) who were humanities majors, (c) had a New York State regents diploma, and/or were college seniors scored highest on this assessment. Finally, Gutman scaling supported the difficulty ranking for the opinion/interpretation items. It did not support the rankings for the literal comprehension and contrast items.
dc.subjectCritical Reading
dc.subjectExpository Selections
dc.subjectReading Assessment
dc.subjectLiterary Skills
dc.subjectReading Comprehension
dc.titleAn Exploratory Attempt to Measure Certain Comprehension Skills Necessary for the Critical Reading of Two, Topic-Related Expository Selections
dc.typethesis
refterms.dateFOA2021-09-07T22:06:38Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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