http://worldcat.org/entity/work/id/26576419

The substrata-factor theory : substrata factor differences underlying reading ability in known groups at the high school level

This experiment was designed to further earlier investigations of the general "substrata-factor theory of reading" and to test two hypotheses at the high school level of such known-groups as (1) total, (2) boys versus girls, (3) bright versus dull, (4) fast versus slow readers, and (5) powerful versus nonpowerful readers. The major hypothesis stated that different known-groups use different substrata-factor hierarchies for the purpose of reading with speed and/or power. The minor hypothesis was that a person must learn to read by learning to integrate that characteristic hierarchy or working-system of substrata factors which will maximize the use of his strong abilities or skills and minimize the use of his weak ones. Approximately 50 independent test variables were used for diagnostic comparison among the known-groups of the study. The major categories of these variables consisted of mental abilities, linguistic abilities, verbal perception, listening comprehension, elements of musical ability, academic attitudes-habits, interests, emotional and social problems, musical appreciation, and chronological age. Centroid factor analyses were made of the correlation matrices obtained for the total and known-groups, and these results were compared with the results of the substrata analyses. These studies gave conclusive proof of the correctness of the major hypothesis. As a general statement, the minor hypothesis was not substantiated, but means were provided by accumulated study evidence to modify the hypothesis in order to make it valid. A snythesis of centroid and substrata factors was then made and a preliminary foundation of reading ability criteria prepared. (Jh).

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