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Sequential Levels of Meaning in Reading [microform] / Sara W. Lundsteen
Bib ID 5218648
Format BookBook, MicroformMicroform, OnlineOnline
Author
Lundsteen, Sara W
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1971 
10 p. 
Summary

This study examined children's preferences for three qualitative levels of thinking--abstract, functional, and concrete--in vocabulary. It was hypothesized that whereas older, more mature readers would choose abstract meaning, younger readers would choose concrete meaning regardless of the nature of the material, and also that a dominant cognitive style might emerge in individuals for one of the three levels. A "Choose a Meaning Test" of word meaning, a "Depth of Meaning Test" of paragraph meaning, and a "Creative and Critical Reading Test" of paragraph meaning were administered to 79 third graders and 111 sixth graders in Berkeley, California. Data were analyzed by analysis of variance, correlation, and factor analysis. Differences were significant (.01) between grades and measures, correlations were moderately high, and factor structure appeared to confirm structures found in other similar studies. The results suggested to the author that dimensions of meanings of this measurement may have implications for describing more and less mature readers. Tables and references are included. (Author/MS)

Notes

ERIC Note: Paper presented at the meeting of the American Educational Research Association, New York, N.Y., Feb. 4-7, 1971.

Educational level discussed: Grade 3.

Educational level discussed: Grade 6.

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 Abstract Reasoning.  |  Cognitive Processes.  |  Creative Reading.  |  Critical Reading.  |  Grade 3.  |  Grade 6.  |  Reading Comprehension.  |  Reading Level.  |  Reading Materials.  |  Reading Research.  |  Vocabulary.
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