Date of Award
Doctor of Education
Lester N. Night
Charles H. Hargis, John W. Lounsbury, Theodore W. Hipple
In an attempt to reduce the number of students who begin their college careers with a year of remedial and developmental reading courses. This study was designed to search for a method of early detection of possible reading comprehension skill problems. Early identification of students who may be predisposed to problems with particular reading comprehension skills could lead to earlier intervention.
To accomplish this the Myers-Briggs Type Indicator (MBTI) and the Tennessee Comprehensive Assessment Program (TCAP) score of 400 college bound high school students were paired and analyzed. The thirteen reading comprehension skills showed a statistical difference in the mastery level of seven of these skills, based upon personality types. For five of these skills a pattern of mastery was also established. For the six reading comprehension skills where there was no significant difference, the result was predictable. When the number of non-mastery students is less than 10% of the total population, it is improbable that a pattern will be detected.
The homogeneous population was a planned limitation of the study. The variables of motivation and ability were eliminated, as was the range of performance. The researcher believes that a heterogeneous population will yield more definitive results and hopes to see this study extended to other populations, including other age groups.
Jacobs-Gray, Victoria, "Personality as a Predictor of Reading Comprehension Skills. " PhD diss., University of Tennessee, 1999.