The Correlation between Fifth Grade Students Reading Comprehension and Writing Attitudes

Abstract

The purpose of this study was to examine the nature of the correlation (high, medium, or low) between reading comprehension and writing attitudes of fifth grade students. There were 56 fifth grade students enrolled in an urban, public New York elementary school. The students were in an intense writing program for the school year to prepare them for the Writing PEP Test to be administered at the end of that school year. The researcher compiled a list of reading comprehension scores obtained from each student's fourth grade Degrees of Reading Power (DRP) Test. During the twentieth week of school, each student was given the Linn Opinions about Writing Survey. The data were used to determine the nature of the correlation (high, medium, or low) between reading comprehension and writing attitude. The findings indicated a low correlation.