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• W345310027 abstract "Many standardized reading tests yield separate scores for vocabulary and comprehension. Sometimes the vocabulary and comprehension scores for a given student are more or less (if not exactly) the same. In other cases, one is substantially higher than the other. A COMPARISON OF AVERAGE READERS AT DIFFERENT GRADE LEVELS Frederick A. Duffe/meyer ELEMENTARY EDUCATION OFFICE, IOWA STATE UNIVERSITY, AMES, IOWA Many standardized reading tests yield separate scores for vocabulary and comprehension. Sometimes the vocabulary and comprehension scores for a given student are more or less (if not exactly) the same. In other cases, one is substantially higher than the other. The pattern of vocabulary and comprehension scores on a standardized reading test has been discussed by Arlin (1976). According to Arlin, there are three categories of readers: balanced, word dominant, and paragraph dominant. Balanced readers are defined as those whose levels of word meaning and paragraph meaning skills as measured by a standardized reading test are more or less equivalent. Readers whose skill in word meaning substantially exceeds skill in paragraph meaning are said to be word dominant. Finally, paragraph dominant readers are those whose paragraph meaning skill substantially surpasses skill in word meaning. Support for the validity of Arlin's categories comes from evidence to the effect that vocabulary knowledge is neither a necessary nor a sufficient condition for comprehension (see Stratton and Nacke, 1974). After all, if vocabulary knowledge were a necessary condition for comprehension there could be no such thing as a paragraph dominant reader. Conversely, if vocabulary knowledge were a sufficient condition for comprehension there could be no such thing as a word dominant reader. Of the three categories that Arlin has proposed, it would seem reasonable to expect that the balanced category would be the most prevalent, regardless of grade level. Less predictable, it would seem, is (1) the degree of similarity in the percentage of balanced readers at different grade levels, and (2) the relative incidence of word dominant and paragraph dominant readers at different grade levels. The purpose of this study was to investigate the pattern of vocabulary and comprehension scores of average readers in grades two through six. More specifically, this study was undertaken to determine whether the percentages of balanced, word dominant, and paragraph dominant readers vary substantially as a function of grade level. Method Subjects The subjects whose data were subsequently analyzed were 414" @default.
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• W345310027 date "1981-01-01" @default.
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• W345310027 title "A Comparison of Average Readers at Different Grade Levels" @default.
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