An investigation of the relationship between reading ability and written composition ability

Phillips-Riggs, Linda (1977) An investigation of the relationship between reading ability and written composition ability. Masters thesis, Memorial University of Newfoundland.

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Abstract

The major purpose of this study was to ascertain whether there is a relationship between reading ability and written composition ability. Specifically, the relationship between the students' achievement in reading and each of sex, intelligence, and socioeconomic status of the family was investigated. The relationship of sex, intelligence, and socioeconomic status to students' achievement in written composition was also studied. In addition, the subscores on reading were correlated with the subscores on written composition to give an indication of the relationship between reading and writing. -- One hundred grade six pupils from the educational district of Conception Bay Centre comprised the sample. The achievement of the fifty-one girls and forty-nine boys in reading was determined by their score on The New Developmental Reading Test, Form A. The written composition ability score was determined by their achievement according to a self-devised Writing Ability Formula. Socioeconomic status was determined by an occupational class scale. The intelligence scores used were those obtained on the Canadian Lorge-Thorndike Intelligence Test, Nonverbal Battery. -- It was found that a significant relationship exists between reading ability and written composition ability. The high positive correlations between the subscores of reading and the subscores of writing give a powerful indication of the nature of the relationship between the two. It was found that intelligence correlated positively with reading and written composition ability. The variables of sex and socioeconomic status did not correlate positively with reading ability and written composition ability in this study.

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