Date of Award
Master of Science in Education (MSEd)
Education and Human Development
Dr. Frances Moroney Whited
The purpose of this study was to ascertain whether or not cognitive preferences, as measured by an indicator of psychological type, have a significant relationship to performance on standardized reading comprehension tests.
The subjects of this study were a group of one hundred college freshmen randomly selected from an incoming population at a mid-sized technical institution.
All students were administered both the Myers-Briggs Type Indicator (Myers, 1962) and the Nelson-Denny Reading Comprehension Subtest (Brown, Bennett, & Hanna, 1981). The scoring of the Myers-Briggs Type Indicator resulted in a four-letter type composite made up of two attitude preference scores and two function preference scores for each student. The Nelson-Denny scores were broken down into percent correct on the literal questions, percent correct on the inferential questions, percent correct of those attempted, and a percentile ranking. Chi-square tests of independence were done to see if significant relationships existed at the .05 level.
The results indicated that a significant relationship did exist between S/N type-preferences and scores on the inferential questions. Also, there was a significant relationship between J/P type-preferences and percentile rankings.
Recommendations for future research is this area, as well as implications for the findings of this study, were discussed.
Munt, Jane A., "The Relationship between Type-Preference Scores and Reading Comprehension Achievement Scores" (1984). Education and Human Development Master's Theses. 1119.