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Predictors of Success in Beginning Reading Among Negroes and Whites [microform] / Edmund H. Henderson and Barbara H. Long
Bib ID 5202991
Format BookBook, MicroformMicroform, OnlineOnline
Author
Henderson, Edmund H
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1969 
10 p. 
Summary

Predictors of reading success for 188 Negro and white upper- and lower-class children in eight schools of two adjoining Southern rural counties were determined. The Children's Self-Social Constructs Test provided measures of such areas as self-esteem, social dependency, and minority identification. Teachers rated each child on 24 kinds of behavior, and the Metropolitan Readiness Test, the Otis Quick-Scoring Mental Ability Tests, and the Metropolitan Reading Test were administered. Negro and white children differed significantly in all measures of achievement and intelligence. Significantly more white children were promoted to grade 2, and among those promoted, white children were significantly higher on total reading and IQ. When IQ was statistically controlled, Negro and white children differed significantly in reading. For white children teacher rating, readiness, and IQ were about equally good predictors of total reading achievement. For Negro boys teacher ratings were the best predictors of reading success; IQ as a predictor was considerably lower. For Negro boys and girls low negative relations were found between achievement and both readiness and kindergarten attendance. References are included. (CM)

Notes

Educational level discussed: Grade 1.

ERIC Note: Paper presented to the International Reading Association conference, Kansas City, Mo., Apr. 30-May 3, 1969.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Beginning Reading.  |  Black Achievement.  |  Grade 1.  |  Lower Class Students.  |  Reading Readiness.  |  Self Esteem.  |  Upper Class.  |  Black Students.  |  Predictive Measurement.  |  Reading Achievement.  |  Social Class.  |  Teacher Evaluation.
Other authors/contributors Long, Barbara H., author
Available From ERIC 
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035 |9(ericd)ED032193
035 |a5202991
037 |aED032193|bERIC
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100 1 |aHenderson, Edmund H.
245 1 0 |aPredictors of Success in Beginning Reading Among Negroes and Whites|h[microform] /|cEdmund H. Henderson and Barbara H. Long.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1969.
300 |a10 p.
500 |aEducational level discussed: Grade 1.
500 |aERIC Note: Paper presented to the International Reading Association conference, Kansas City, Mo., Apr. 30-May 3, 1969.|5ericd
520 |aPredictors of reading success for 188 Negro and white upper- and lower-class children in eight schools of two adjoining Southern rural counties were determined. The Children's Self-Social Constructs Test provided measures of such areas as self-esteem, social dependency, and minority identification. Teachers rated each child on 24 kinds of behavior, and the Metropolitan Readiness Test, the Otis Quick-Scoring Mental Ability Tests, and the Metropolitan Reading Test were administered. Negro and white children differed significantly in all measures of achievement and intelligence. Significantly more white children were promoted to grade 2, and among those promoted, white children were significantly higher on total reading and IQ. When IQ was statistically controlled, Negro and white children differed significantly in reading. For white children teacher rating, readiness, and IQ were about equally good predictors of total reading achievement. For Negro boys teacher ratings were the best predictors of reading success; IQ as a predictor was considerably lower. For Negro boys and girls low negative relations were found between achievement and both readiness and kindergarten attendance. References are included. (CM)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aBeginning Reading.|2ericd
650 0 7 |aBlack Achievement.|2ericd
650 0 7 |aGrade 1.|2ericd
650 0 7 |aLower Class Students.|2ericd
650 0 7 |aReading Readiness.|2ericd
650 0 7 |aSelf Esteem.|2ericd
650 0 7 |aUpper Class.|2ericd
650 1 7 |aBlack Students.|2ericd
650 1 7 |aPredictive Measurement.|2ericd
650 1 7 |aReading Achievement.|2ericd
650 1 7 |aSocial Class.|2ericd
650 1 7 |aTeacher Evaluation.|2ericd
700 1 |aLong, Barbara H.,|eauthor.
856 4 1 |uhttps://eric.ed.gov/?id=ED032193
984 |aANL|cmc 2253 ED032193|d77000000043208
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