Affective Predictors of Reading Comprehension

Abstract

In a rural school in the Southeast, 60 fourth grade boys and girls were randomly chosen from the total population of 155 fourth graders. After the students read a 300-word passage from their basal readers, a Cloze test on the passage with 40 elisions of every fifth meaningful word was administered. Each child also rated five concepts about the story on the semantic differential with 15 adjective pairs. The evaluative and potency feelings about the concept of “story” and the evaluative feeling about the main character were significantly related to the Cloze test score.