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The Relationship of Reading Attitudes to Academic Aptitude, Locus of Control, and Field Independence.
Peer reviewed Peer reviewed
Blaha, John; Chomin, Larry – Psychology in the Schools, 1982
Investigated the relationship among eight dimensions of reading attitude and measures of academic aptitude, locus of control, and field independence for 322 inner-city fifth graders. Verbal academic aptitude correlated significantly with the Expressed Reading Difficulty, Reading Anxiety, Silent versus Oral Reading, and Reading as Enjoyment reading…
Descriptors: Academic Aptitude, Anxiety, Children, Correlation
The Dimensions of Reading Attitude for Inner-City Detroit Fifth Graders.
Peer reviewed Peer reviewed
Blaha, John; Chomin, Larry – Psychology in the Schools, 1981
Studied the validity of eight dimensions of reading attitude. Showed support for the expressed reading difficulty, reading as enjoyment, silent versus oral reading, and alternative learning modes dimensions. Findings generally cross-validate the dimensions of reading attitude found in earlier studies. (Author/JAC)
Descriptors: Anxiety, Elementary School Students, Grade 5, Inner City
Behavioral Correlates for Eight Dimensions of Reading Attitude.
Wallbrown, Fred H.; Blaha, John – Measurement and Evaluation in Guidance, 1981
Used stepwise regression procedures to determine classroom behaviors associated with eight dimensions of reading attitudes among inner-city fifth graders. Classroom behaviors were measured by teacher ratings. Results indicate seven of the eight dimensions of reading attitude showed a significant relationship with some aspect of classroom behavior.…
Descriptors: Behavior Patterns, Classroom Observation Techniques, Cognitive Style, Correlation
Predicting Reading and Arithmetic Achievement With Measures of Reading Attitudes and Cognitive Styles.
Peer reviewed Peer reviewed
Blaha, John – Perceptual and Motor Skills, 1982
The predictive validity of reading attitude, field independence, locus of control, and demographic variables for reading and mathematics achievement was investigated. Expressed Reading Difficulty, field independence, and locus of control all contributed substantially to the regression equation. (Author/CM)
Descriptors: Academic Achievement, Arithmetic, Black Students, Cognitive Style