The Relationship Between Intelligence and Two Major Categories of Reading Comprehension: Literal-Explicit and Inferential-Implicit

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This study examined correlations between assessed intelligence and two major categories of reading comprehension: literal-explicit and inferential-implicit. In addition, efficiency of prediction for criterion variables was investigated by utilizing two regression models which incorporated intelligence scores squared and the square root of intelligence scores. Since it is generally accepted that the higher the assessed intelligence of an individual, the higher will be his achievement in all areas of reading comprehension, the present study sought to discover whether there was a curvilinear relationship between intelligence and the two categories of reading comprehension with the factor of intelligence statistically controlled. It was ... continued below

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vi, 78 leaves : ill.

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Mosley, Mary Hardy August 1978.

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  • Mosley, Mary Hardy

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This study examined correlations between assessed intelligence and two major categories of reading comprehension: literal-explicit and inferential-implicit. In addition, efficiency of prediction for criterion variables was investigated by utilizing two regression models which incorporated intelligence scores squared and the square root of intelligence scores. Since it is generally accepted that the higher the assessed intelligence of an individual, the higher will be his achievement in all areas of reading comprehension, the present study sought to discover whether there was a curvilinear relationship between intelligence and the two categories of reading comprehension with the factor of intelligence statistically controlled. It was felt that the hypothesized curvilinear relationship would result in significantly better performance by brighter students on inferential questions and significantly better performance by less-bright students on literal questions. Although no cause and effect has been established, based on the data presented in this study and within the. limitations of this study, the following conclusions seem tenable. 1. Since reading comprehension may be viewed as a thinking process, it is important to note that a relationship exists between the assessed intelligence of an individual and his performance on both literal and inferential tests of that process. 2. This study has demonstrated the curvilinear nature of the relationships hypothesized. The higher the assessed intelligence of an individual, the increasingly higher will be his performance on inferential questions. Brighter students tend to make more inferences, but they lose some detail in the process. The less bright students, on the other hand, do very well with detail questions but experience less success in making inferences concerning what is read.

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vi, 78 leaves : ill.

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  • August 1978

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  • Aug. 22, 2014, 6 p.m.

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  • Dec. 6, 2018, 9:11 a.m.

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Mosley, Mary Hardy. The Relationship Between Intelligence and Two Major Categories of Reading Comprehension: Literal-Explicit and Inferential-Implicit, dissertation, August 1978; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc332270/: accessed December 13, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .