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