Year of Publication

1987

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Dr. Bruce A. Gutknecht

Second Advisor

Dr. Paul D. Eggen

Third Advisor

Dr. William G. Herrold

Abstract

The study was conducted to investigate the possibility of raising the comprehension scores of twenty advantaged students through the use of attribution theory in moving the student's locus of control, concept work, and imaging. The subjects of the control and experimental groups were male and female tenth and eleventh grade summer school students whose comprehension scores were at the fiftieth percentile or below or students who would benefit from comprehension instruction. The Gates-MacGinitie Reading Tests (1978), Level F, Forms 1 and 2 were used respectively for the pretest and posttest. A related sample t test and analysis of covariance was used to test the null hypothesis. A significant gain was evidenced from the pretest to the posttest and the null hypothesis was rejected. The implications of the study are that the application of attribution theory in the movement of the student's locus of control, concept study, and imaging can significantly raise the comprehension scores of the advantaged student.

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