The Relationship Between Reading Attitudes and Verbal Aptitude

Author

Donald W. Ward

Date of Award

1991

Type

Thesis

Major

Specialist in Education

Degree Type

Special Degree in Education in Curriculum and Instruction

Department

Teacher Education

First Advisor

Dr. James M. Brewbaker

Second Advisor

Dr. Carolyn M. Cartledge

Third Advisor

James H. Chappel

Abstract

One hundred and five twelfth-grade students randomly selected from two public high schools in a southwestern county In Georgia were selected as subjects for a study of the relationship between reading attitudes and verbal SAT scores. Total reading attitude scores were generated, and verbal SAT scores were obtained from the self report of the subjects. From these surveys, the students were assigned to one of three groups of thirty five each, depending on their reading attitude scores: positive attitudes, neutral attitudes, and negative attitudes. A two-way analysis of variance, which was used to compute the F-ratio for the groups, supported the hypothesis that there is a significant difference between verbal aptitude as measured by the SAT and reading attitude. Group i (students who have positive attitudes toward reading) had significantly higher scores than group 2 (those students who have neutral attitudes toward reading) and Group 3 (those students who have negative attitudes toward reading); in addition, Group 2 had significantly higher scores than Group 3.

Recommended Citation

Ward, Donald W., "The Relationship Between Reading Attitudes and Verbal Aptitude" (1991). Theses and Dissertations. 711.
https://csuepress.columbusstate.edu/theses_dissertations/711