A comparative study of the writing and reading achievement of children, ages nine and ten, in Great Britain and the United States

Cardinal Scholar

Show simple item record

dc.contributor.advisor Harshbarger, Mary E. en_US
dc.contributor.author Popplewell, Scott R. en_US
dc.coverage.spatial e-uk--- n-us--- en_US
dc.date.accessioned 2011-06-03T19:30:03Z
dc.date.available 2011-06-03T19:30:03Z
dc.date.created 1984 en_US
dc.date.issued 1984
dc.identifier LD2489.Z64 1984 .P66 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179718
dc.description.abstract The purpose of this study was to investigate the extent of relationship between writing achievement and reading achievement for children ages nine and ten from selected schools in Great Britain and the United States of America.The California Achievement Test ("Reading Comprehension" subtest) was used to obtain reading comprehension scores. It consisted of forty items. Two writing samples were obtained from each child as a result of student participation in a writing strategy (Picture Setting). The writing samples were evaluated by a panel of five judges trained in using a holistic writing assessment scale. Two null hypotheses were tested by using the Pearson Product-Moment Correlation and subjecting the results to a t-test to determine if the correlation was significant. Two additional null hypotheses were tested by using a 2 X 2 multivariate analysis of variance and univariate analysis. The .05 level of significance was established as the critical probability level for the nonacceptance of hypotheses.The British subjects in this study were 102 students from the Oakmere J.M.I. (Juniors Mixed and Infants) School in Hertfordshire, Potters Bar, England. The American subjects consisted of 119 students from the Fayette County School System in Connersville, Indiana.The results of this study indicated: (1) a relationship was found between reading achievement when measured by the California Achievement Test ("Reading Comprehension" subtest) and writing achievement when measured by a holistic writing evaluation, (2) British subjects achieved higher reading scores than the United States subjects, (3) scores of males and females did not differ significantly as measured by the reading and writing evaluations in this study, and (4) writing achievement scores differ little between the subjects in Great Britain and the United States when evaluated holistically. en_US
dc.format.extent 2, x, 127 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Language arts (Elementary) -- Great Britain. en_US
dc.subject.lcsh Language arts (Elementary) -- United States. en_US
dc.title A comparative study of the writing and reading achievement of children, ages nine and ten, in Great Britain and the United States en_US
dc.description.notes Includes California Achievement Tests, book 15D, complete battery.
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/419827 en_US


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3134]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


Browse

My Account