Operational Consequences of Literacy Gap. Final Report [electronic resource] / J. Douglas Kniffin and Others.
United States Air Force personnel at two levels of reading ability (eighth and tenth grades) were the subjects in a study that measured the effects of three experimental variables on comprehension of two text passages developed from Air Force reading materials. The factors investigated were reading...
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| Format: | Electronic eBook |
| Language: | English |
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[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
1979.
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MARC
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| 245 | 1 | 0 | |a Operational Consequences of Literacy Gap. Final Report |h [electronic resource] / |c J. Douglas Kniffin and Others. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1979. | ||
| 300 | |a 66 pages | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 500 | |a ERIC Document Number: ED179942. | ||
| 500 | |a Sponsoring Agency: Air Force Human Resources Lab., Brooks AFB, TX. |5 ericd. | ||
| 500 | |a Contract Number: F-33615-77-C-0048. |5 ericd. | ||
| 520 | |a United States Air Force personnel at two levels of reading ability (eighth and tenth grades) were the subjects in a study that measured the effects of three experimental variables on comprehension of two text passages developed from Air Force reading materials. The factors investigated were reading ability, "literacy gap" (the difference in the level of reading skill of the subject and the level of difficulty of the reading materials), and reading time (periods of 30, 40, and 60 minutes were used, with testing occurring after every 15 minutes of reading). All subjects read passages of approximately 5,000 words; however, each person read only one of the two passages. Comprehension was measured by means of a 52-item multiple choice test. The subjects were subsequently asked to compare two versions of the passage they had not read previously in terms of readability, clarity, interest, and information content. All three factors investigated were found to affect scores on the comprehension tests at the .05 level of significance. The effects, though significant, were small and the largest effect was due to subject matter rather than the variables of experimental interest. (FL) | ||
| 650 | 1 | 7 | |a Literacy. |2 ericd |
| 650 | 0 | 7 | |a Military Personnel. |2 ericd |
| 650 | 0 | 7 | |a Needs Assessment. |2 ericd |
| 650 | 1 | 7 | |a Readability. |2 ericd |
| 650 | 0 | 7 | |a Reading Ability. |2 ericd |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd |
| 650 | 1 | 7 | |a Reading Difficulty. |2 ericd |
| 650 | 0 | 7 | |a Reading Improvement. |2 ericd |
| 650 | 1 | 7 | |a Reading Materials. |2 ericd |
| 650 | 1 | 7 | |a Reading Research. |2 ericd |
| 650 | 0 | 7 | |a Time Factors (Learning) |2 ericd |
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