Differences and relationships between reading achievement and certain aptitudes of upper ...

138 Pages·2015·8.5 MB·English

by  Racyne B. Wyatt

Atlanta University Center
DigitalCommons@Robert W. Woodruff Library, Atlanta
University Center
ETD Collection for AUC Robert W. Woodruff Library
8-1-1959
Differences and relationships between reading
achievement and certain aptitudes of upper
elementary pupils
Racyne B. Wyatt
Atlanta University
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Wyatt, Racyne B., "Differences and relationships between reading achievement and certain aptitudes of upper elementary pupils"
(1959).ETD Collection for AUC Robert W. Woodruff Library.Paper 727.
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DIFFERENCES MW RELATIONSHIPS BETWEEN READING
ACHIEVEMENT AND CERTAIN APTITUDES
OF
UPPER ELEI~fl~NTARY PUPILS
A THESIS
SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF MASTERS OF ARTS
BY
RACYNE B. ~YATT
DEPARTMENT OF EDUCATION
ATLANTA UNIVERSITY
ATLANTA, GEORGIA
AUGUST, 1959
ACKI~IOV~IEDGE~NTS
This writer wishes to express sincere gratitude to Dr. Lynette
Same for her patience and guidance throughout the writing of my
thesis; sincere appreciation is expressed to my mother, Mrs. Jimmie
L. Spence and husband, James E. Wyatt for their encouragement and
moral support during this study.
TABLES OF CONTENTS
Page
LIST OF TABLES... iv
... • •••,•••,, . •• ••• ••• ••,•,• • • •••• .. ••.~ • ,,~...
LIST OF FIGURES................................................... vii
Chapter I
Introduction......1 1
.•.......,••,..•.• ••••••• •••••••••••. ...,....
Rationale................,................,.............,. 1
Evolution of Problem....,...... 3
... . ....... .. .... .... . .....
Statement of Problem..... 5
...... .. . ... . . .... .•.. .... .......
Purpose of the Study. 5
. .... . ..... .. .. ... ...... •. . .. .•..•.••
Method of Research. 6
.... ..... . ..... .... ...... ..... .. . ......
Description of Subjects 6
.. . .. ....•... .. ..... ... . . . .........
Statistical Measures Used.,... 6
.. ............ .... ..........
Description of Instruments...........................,,.,. 7
Procedure..............,...,...,........................ 8
Limitations of the Study... 9
....... •••..••~•••..•...•.•~~••
Survey of Related Literature.............................. 10
SummaryofRelatedLiberature..............,..,......,..,, 15
Place of the Present Study to the ReviéwófRelated
Literature... 16
.. . . .. . . .. . . . . .. . . . . .. . . . . . . . . . . . . . . .. . . . ..
Chapter II
Presentation and Interpretation of Data......... 17
. ..............
Introductory Statement.. .1.. 17
... . ~. .. . .. . •. ..... ... ... . .. . •
Results of Pupils’ Performance on the Metropolitan Reading
Achievement Test...... 17
. .. . . . . ..•..... .. •.. . .• . ... . . .. ...
Results of Pupils’ Performance on Visual Aptitude Test..., 23
Results of Pupils’ Performance on Auditory Aptitude Test,, 34
Results of Pupils’ Performance on Motor Aptitude Test..,., 50
Results of Pupils’ Performance on Language Aptitude Test.. 59
Results of Measures of Relationship BetweenTests of
Visual Aptitude and Reading Achievemenb............,,.. 68
Results of Measures of Relationship BetwéénTests of AudI
tory Aptitude and Reading Achievement.,,.,.,,,.,.,,,.,~ 68
Results of Measures of Relationship Bètweeñ Tests of Motor
AptitudeandReadingAchievement...,,,......,....,....,~ 71
Results of Measures of Relationship Between Testá of
Language Aptitude and Reading rn,... 73
.. . .....
Differences Between Relationship of Reading Achievement and
Visual Aptitude.. 73
.. ... .... .... ... •.... . •.• • .. .. .. . .~
Differences Between Relationship of Reading Achievement and
Auditory Aptitude..... 74
. . •..• .~i•~ . .....•. ...~... . .......
TABLE OF CONTENTS CONT’D
-
Page
Differences Between Relationship of Reading Achievement
and Motor Aptitudo....................... 74
..............
Differences Between Relationship of Reading Aóhiévoment
and Language Aptitude.. 76
.. . .. .. ... . . ••••• •• . • • • •• . . . ....
Chapter III
Summary, Conclusions, Implications, and Recommendations....... 77
77
85
Implications 86
.. . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . .. . . .
Recommendations . . . . . .. . . .. . . . . . . . . . . . .. . . . . . . .. . . . . . . . . .. 86
Bibliography
LIST OF TABlES
TABLE PAGE
1 Summary of Data Derived From the Results of the Perform
ance of the Fifteen Subjects in the Fourth Grade on the
Metropolitan Reading Achievement Test.......... 18
. . . .. ......
2 Summary of Data Derived from the Results of the Perform
ance of the Fifteen Subjects in the Fifth Grade on the
Metropolitan Reading Achievement Test......,..,........... 21
3 Summary of Data Derived from the Results of the Perfàrm—
ance of the Fifteen Subjects in the Sixth Grade on~the
Metropolitan Reading Achievement Test................,,~.. 24
4 Summary of Data Derived from the Results of the Perform
ance of the Fifteen Subjects in the Fourth Grade on the
Monroe—Sherman Visual Aptitude Test 1 and Test ~ 27
5 Summary of Data Derived from the Results of the Perform
ance of the Fifteen Subjects in the Fifth Grade on the
Monroe—Sherman Visual Aptitude Test 1 and Test 2.......... 31
6 Summary of Data Derived from the Results of the Perform
ance of the Fifteen Subjects in the Sixth Grade on the
Monroe—Sherman Aptitude Visual Aptitude Test 1 and Test 2. 35
7 Summary of Data Derived from the Results of the Perform
ance of Fifteen Subjects in the Fourth Grade on the
Monroe—Sherman Auditory Aptitude Test 1 and Test 2........ 39
8 Summary of Data Derived from the Results of the Perform
ance of the Fifteen Subjects in the Fifth Grade on the
Monroe—Sherman Auditory Aptitude Test 1 and Test 2....... 43
9 Summary of Data Derived from the Results of the Perform
ance of the Fifteen Subjects in the Sixth Grade on the
Monroe—Sherman Auditory Aptitude Test 1 and Test 2....,... 47
10 Summary of Data Derived from the Results of the Perform
ance of the.Fifteen Subjects in the Fourth Grade on the
Monroe—Sherman Motor Aptitude Test 1 and Test 2........,. 52
U Summary of Data Derived from the Results of the Perform
ance of the Fifteen Subjects in the Fifth Grade on the
Monroe—Sherman Motor Aptitude Test 1 and Test 2..........~ 56
LIST OF TAJ3IES CONT’D
—
TABLE PAGE
12 Suimnary of Data Derived from the Results of the Perform
ance of Fifteen Subjects in the Sixth Grade on the Monroe
Sherman Motor Aptitude Test 1 and Test 2.....,............ 60
13 Summary of Data Derived from the Results of the Perform
ance of Fifteen Subjects in the Fourth Grade on the Monroe
ShornianLangusgeAptitudeTest...........~..,.....,.,..,~ 64
14 Suimnary of Data Derived from the Results of the Perform
ance of Fifteen Subjects in the Fifth Grade on the MonrOe
Sherman Language Aptitude ~ 66
15 Summary of Data Derived from the Results of the Perform
ance of Fifteen Subjects in the 8ixth Grade on the Monroe
ShermanLanguageAptitudoTest......,........,...,.,..~,.. 69
16 Summary of the Relationship of the Results of the Total
Group on the Metropolitan Reading Aoh±évèméntTest and
Monroe—Sherman Aptitude Test..... .. ...................... 72
17 Differences Between Reading Achievement and Visual Apti
tude and Reading Achievement and Auditory Aptitude,
Reading Achievement and Motor Aptitude and Reading Achieve
ment and Language Aptitude...................,............ 75
LIST OF FIGURES CONT’D
—
FIGURES PAGE
12 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Fifth Grade on the ~Mónroo—Sherman Auditory Aptitude
Test 1, LetberMemory.....,.............................~.. 44
13 frequency Polygon of the Scores Made by Fifteen Subjects
in the Fifth Grade on the Monroe—Sherman Auditory Aptitude
Test 2, Disoriinination said Orientation.................•,. 45
14 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Sixth Grade on the Monróe-Shermañ AuditéryAptitude
Test 1, Letter Form................,..........,............ 48
15 frequency Polygon of the Scores Made by Fifteen Subjects
in the Sixth Grade on the Monroe—Sherman Auditory Aptitüdó
Test 2, Discrimination and ~ 49
16 frequency Polygon of the Scores Made by Fifteen Subjects
in the Fourth Grade on the Mónróe-Sherman Motor Aptitude
Test 1, Crossing Out Lettors,......,.........,...,.......,. 53
17 frequency Polygon of the Scores Made by Fifteen Subjects
in the Fourth Grade on the MonrOe—Shéx,nanMotor Aptitude
Test 2, Copying Text.....,........................,,....... 54
18 frequency Polygon of Scores Made by Fifteen Subjects in
the Fifth Grade on the Monroe—Sherman Motor Aptitude Test
1, Copying Text...... 57
..1...• •~ ......•1 ..~ . .... •••, ••••••
19 Frequency Polygon of Scores Made by Fifteen Subjects in the
Fifth Grade on the Monroe-Sherman MOtOr Aptitude Test 2,
Crossing Out Letters,........ 58
•. .••••~~ ~.•.e••,~. .........,.
20 Frequency Polygon of the Scores Made by Fifteen Subjects in
the Sixth Grade on the Monroe—Sherman Motor Aptitude Test I,
Copying Text............................................,.. 61
21 Frequency Polygon of the Scores Made by Fifteen Subjects in
the Sixth Grade on the Monroe—Sherman MOtOr AptitüdéTest .2,
Crossing Out Letters 62
. ... . . . ....... •. .. ..•.. .... . ... . . •.. ...
22 frequency Polygon of the Scores Made by Fifteen Subjects in
the Fourth Grade on the Monroe-Sherman Language Aptitude Test65
23 Frequency Polygon of the Scores Made by Fifteen Subjects in
.
the Fifth Grade on the Monroe—Sherman Language Aptitude Test 67
24 Frequency Polygon of the Scores Made by Fifteen Subjects in
the Sixth Grade on the Monroe—Sherman Language Aptitude Test 70
LIST OF FIGURES
FIGURES PAGE
1 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Fourth Grade on the Metropolitan Reading Achieve
ment Test............................,................,.. 19
2 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Fifth Grade on the Metropolitan Reading Achieve—
mont Test 22
~ ~4e~ ••• •.•~••,•,••...~..
3 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Sixth Grade on the MétrOpoiitañReading Achieve
ment Test... 25
. ... . ... .......... .... ... . ..e...... .,• . ......
4 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Fourth Grade on the MOnroè-Shérrnan Visual Aptitude•
Testi, ~ 28
5 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Fourth Grade on the Monroe-Sherman Visual Aptitude
Test 2, FormMeznory........,...,.....,................... 29
6 Frequency Polygon of the ScOres Made by Fifteen Subjects
in the Fifth Grade on the MoñrOe-Shermañ~1jsual Aptitude
Test 1, Letter ~ 32
7 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Fifth Grade on the MOnroè—Shor~nan VIsual Aptitude
Test 2, Form Memory...........,.,..........,.......,..,. 33
8 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Sixth Grade on the Monroe—Sherman Visual Aptitude
Test 1, LetterMemory.............,....,...........~... 36
9 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Sixth Grade on the Monroe-Sherman Visual Aptitude
Test 2, Form Memory.....,.....,....,...,..........,...... 37
10 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Fourth Grade on the Monroe-Sherman Auditory Apti
tude Test 1, Letter ~ 40
11 Frequency Polygon of the Scores Made by Fifteen Subjects
in the Fourth Grade on the Monroe—Sherman Auditory Apti
tude Test 2, Discrimination and 0rientation..,,,..,,,,,~ 4].
CHAPTER I
INTRODUCTION
Rationale Success in special abilities and physical factors affects
—
personality indirectly through the way they are appreciated by the social
group. Society has developed a keener appreciation of the importance of
intelligent reading. A person who would become a good reader must develop
basic reading skills and techniques and must be versatile in using them.
The ability to read effectively helps pupils to succeed in school; hence,
they need to become facile readers in order to become successful learners.
Reading constitutes an important objective of the elementary school.
Since the act of reading makes up a large part of the school life, a per
son should have good skills in. listening and observing. Auditory, visual,
motor, and language aptitude tests should be given to determine skills
and levels of each pupil.
Suooessful reading at any level depends upon readiness for the type
of reading to be done. Readiness applies to the primary and upper grades.
It isa factor to be considered throughout the elementary and secondary
school life of the pupil. Readiness consists of more than the mere ability
to pronounce word~ important as that may be. Unless the child has the
proper background and vocabulary necessary for understanding what he is to
read, ho cannot succeed.
Studies have been made on the relationship between reading achieve
ment, general achievement, intelligence, and aptitude. Surveys, tests,
and experiments have indicated that the inability to cope with reading