Reading achievement of boys and girls in their third year of schoolby Sigrid Anne Hundleby.

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dc.contributor.authorHundleby, Sigrid Anneen_US
dc.date.accessioned2024-08-14T17:26:15Z
dc.date.available2024-08-14T17:26:15Z
dc.date.copyright1969en_US
dc.date.issued1969
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis study was designed to determine if the type of intelligence test used, individual or group , affects the results of a comparison between the reading achievement of boys and girls. The sample of thirty children (N = 15 girls, 15 boys) was randomly selected from eight elementary schools in Victoria, B. C. The criterion variable, reading ability, was determined on two separate measures. Intelligence was measured by both a group and an individual test. Girls were found to have higher Informal Reading Inventory (IRI) scores when Wechsler Intelligence Scale for Children (WISC) Performance intelligence scores were controlled. A definite trend toward a difference in Metropolitan Elementary Reading Test (MERT) scores and IRI scores was seen when WI SC Total intelligence scores were held constant. This trend also appeared in MERT scores when WISC Performance intelligence scores were held constant. In all cases the differences favored girls. No differences were observed in either HERT or IRI reading scores when Lorge-Thorndike Intelligence Test scores were the covariate. This finding is in contrast to many previous studies reviewed in the literature.en
dc.format.extent51 pages
dc.identifier.urihttps://hdl.handle.net/1828/18253
dc.rightsAvailable to the World Wide Weben_US
dc.titleReading achievement of boys and girls in their third year of schoolby Sigrid Anne Hundleby.en_US
dc.typeThesisen_US

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