Masters Theses
Date of Award
8-1982
Degree Type
Thesis
Degree Name
Master of Science
Major Professor
Laurence J. Coleman
Committee Members
Charles H. Hargis, Roger Frey
Abstract
The purpose of this study was an investigation into the relationship between the acquisition of Basic English words and its categories, and characteristics of the mildly handicapped that are associated with reading. The following hypotheses were created to ascertain the suitability of the Basic English words and their utilization by mildly handicapped secondary students.
1. There is no significant correlation between knowledge of the categories of Basic English.
2. There is no significant relationship between I.Q. group and knowledge of Basic English word types.
3. There is no significant correlation between Woodcock Reading Mastery Tests scores and knowledge of the categories of Basic English.
4. There is no significant relationship between mildly handicapped classifications and knowledge of Basic English word types.
The forty subjects were labelled either learning disabled or educable mentally retarded. Information concerning their classification of handicap, I.Q. scores, and reading levels was obtained from school records and testing. Each student was individually administered tests to determine their knowledge of the Basic English word types composed of operations, qualities, and things. Pearson product-moment correlation and analysis of variance with repeated measures were used for data analysis.
Significant high positive correlations were discovered between knowledge of the categories of Basic English. The operations word type established an unforeseen trend of generally lower correlations than the other word types. No significant relationship was detected between I.Q. group and knowledge of Basic English word types. The percentage correct of the operations word type was consistently higher than the percentage correct of the other word types and displayed significant differences between word types. Significant moderately high positive correlations were discovered between Woodcock Reading Mastery Tests scores and knowledge of the categories of Basic English. No significant relationship was found between mildly handicapped classifications and knowledge of Basic English word types. The learning disabled and educable mentally retarded exhibited a quite similar knowledge of all the Basic English word types.
The formation of a new, revised Basic English was advocated. It was concluded that additional research into Basic English usage with the mildly handicapped should be conducted.
Recommended Citation
Cox, Barry F., "Basic English words and characteristics associated with reading of mildly handicapped students. " Master's Thesis, University of Tennessee, 1982.
https://trace.tennessee.edu/utk_gradthes/14985