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An Analysis of Reading Comprehension Questions in Basal Reading Series According to the Barrett Taxonomy.

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Title: An Analysis of Reading Comprehension Questions in Basal Reading Series According to the Barrett Taxonomy.
Authors: Cooke, Dean Albutt
Availability: University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 71-12, 124, MFilm $4.00, Xerography $10.00)
Peer Reviewed: N
Page Count: 125
Publication Date: 1970
Descriptors: Basal Reading, Basic Reading, Classification, Cognitive Development, Cognitive Processes, Content Analysis, Critical Reading, Critical Thinking, Questioning Techniques, Reading Comprehension, Reading Materials
Abstract: Reading comprehension questions selected from readers, teacher manuals, and workbooks of three current, widely used and representative basal reading series were analyzed according to the Barrett Taxonomy to determine cognitive objectives. The taxonomy has five major divisions and thirty-three levels within, claimed to be cumulative and sequenced according to difficulty of thinking tasks. Of the 3,536 questions analyzed from all of the material and classified in major divisions, 55% were literal comprehension, about 26% were inferential comprehension, 10% were appreciation, about 6% were reorganization, and about 3% were evaluation. The testing of hypotheses established that literal comprehension questions predominated for almost all materials and grade levels, statistically significant difference existed among series, and there was a tendency for question difficulty to increase with grade level. Evidence supported the conclusion that performance of a higher level cognitive task must implement all preceding lower level tasks; therefore the proportion of literal comprehension questions could be reduced. (Author/TO)
Notes: Ph.D. Dissertation, Cornell University
Journal Code: RIENOV1972
Entry Date: 1972
Accession Number: ED064672
Database: ERIC
FullText Text:
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: An Analysis of Reading Comprehension Questions in Basal Reading Series According to the Barrett Taxonomy.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Cooke%2C+Dean+Albutt%22">Cooke, Dean Albutt</searchLink>
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 71-12, 124, MFilm $4.00, Xerography $10.00)
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 125
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1970
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Basal+Reading%22">Basal Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Reading%22">Basic Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Reading%22">Critical Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Reading comprehension questions selected from readers, teacher manuals, and workbooks of three current, widely used and representative basal reading series were analyzed according to the Barrett Taxonomy to determine cognitive objectives. The taxonomy has five major divisions and thirty-three levels within, claimed to be cumulative and sequenced according to difficulty of thinking tasks. Of the 3,536 questions analyzed from all of the material and classified in major divisions, 55% were literal comprehension, about 26% were inferential comprehension, 10% were appreciation, about 6% were reorganization, and about 3% were evaluation. The testing of hypotheses established that literal comprehension questions predominated for almost all materials and grade levels, statistically significant difference existed among series, and there was a tendency for question difficulty to increase with grade level. Evidence supported the conclusion that performance of a higher level cognitive task must implement all preceding lower level tasks; therefore the proportion of literal comprehension questions could be reduced. (Author/TO)
– Name: Note
  Label: Notes
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  Data: Ph.D. Dissertation, Cornell University
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  Data: 1972
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  Data: ED064672
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    PhysicalDescription:
      Pagination:
        PageCount: 125
    Subjects:
      – SubjectFull: Basal Reading
        Type: general
      – SubjectFull: Basic Reading
        Type: general
      – SubjectFull: Classification
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Critical Reading
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Materials
        Type: general
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      – TitleFull: An Analysis of Reading Comprehension Questions in Basal Reading Series According to the Barrett Taxonomy.
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            NameFull: Cooke, Dean Albutt
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          Dates:
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              M: 01
              Type: published
              Y: 1970
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