DIFFERENCES BETWEEN READING COMPREHENSION SCORES, CERTAIN GENERAL INFORMATION SCORES, AND SCORES ON SELECTED CLOZE EXERCISES FOR MIDDLE SCHOOL STUDENTS: DO SCORES REFLECT ABILITY TO COMPREHEND SCIENCE MATERIAL

This study was undertaken to examine relationships between urban middle school students' reading comprehension scores and comprehension scores on science material as measured by Cloze exercises. The study attempts to relate "good" and "poor" reading comprehension scores to comprehension scores on science material including areas such as choice of science, social studies or narrative material by student, Independent, Instructional or Frustration level on Cloze exercises, and "good" and "poor" reader choice, differences by sex and race in preference of science vs. non-science material and differences by sex for performance on Cloze exercises.;Chi('2) statistical analyses were accomplished utilizing Temple University SPSS package. In answer to research questions, poor readers appear to prefer science material more often than good readers. Although this was not statistically significant, poor and good readers received scores on Cloze categories where reading comprehension scores suggested they would. The Cloze instrument over the "UFO" selections appears to be a quick and valid placement measure for a science classroom.;No significant differences were noted by sex or race in performance in Instructional, Independent or Frustration categories. However, there were differences in the choice noted.;Implications include utilizing Cloze exercises in science classes for quick placement in instructional groups, further analysis of students' protocols could be accomplished for study of text manipulation, identification of basic language problems and use of standard English, most specifically auxiliary verbs and dialectical use as it interferes with comprehension. Relationship between answers on protocols and interest in subject matter is an important element which could further be investigated by an attitudinal questionnaire. Effects of T.V. on background information would be a natural outgrowth of this study to determine influence of T.V. on science interest, adult supervision and interaction, science interest level, as well as sibling interest in science. Teacher commitment to teaching of science from elementary through secondary school is a point for further study. Adequate teaching preparation of schools of higher education for teaching of science is a point to be considered further.;Standardized Test scores were used to designate "good" and "poor" readers according to determination by school district guidelines. All students were given a choice of selections from which to choose those they would most like to read first, second and third. Scores were compared with scores attained on Cloze exercises over science material chosen as that which they would prefer to read.