Effects of correct and extraneous markings under time limits on reading comprehension

262 black undergraduate students randomly assigned to three groups read premarked reading materials having both correct and extraneous markings. Form 1 had 75% correct marking, Form 2, 25%, and Form 3, 50%. Reading was limited to 2 1/2 minutes, but, answering to the 25-item multiple-choice criterion measure had no time limit. Results indicated that markings significantly affected reading comprehenion. Students above and below median course grade comprehended the materials significantly differently under the three different marking conditions. Recommendations for educators concerning correct and extraneous markings were made.     

WISC-R factor scores as predictors of wrat performance: A multivariate analysis

The capability of the WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores to predict academic achievement as measured by the WRAT was investigated. Subjects consisted of children referred for psychological evaluation in a public school setting, typically because of learning problems within the classroom. The results of a multivariate multiple regression analysis revealed that the FD and VC factors significantly predict WRAT Reading, Spelling, and Arithmetic standard scores, with the FD factor accounting for a major portion of the variance in WRAT achievement based upon observed VC and FD factor scores.