Abstract
Summary. 48 children aged 7–8 years were given the Junior Eysenck Personality Inventory and three reading tests which differed in the amount of context provided and the task required: (a) the Burt Graded Reading Test (words without context), (b) the NFER Primary Reading Test 2 (PRT2) (sentence completion), and (c) material taken from the Neale Analysis of Reading Ability (passage comprehension) of two levels of difficulty. Similar significant interactions were found between sex and extraversion in their effect on performance for all three types of test such that for boys, extraverts did best, while for girls introverts were superior. Further, significant interactions were observed for the passage comprehension between passage difficulty and mode of reading (aloud/silently), in that reading aloud was superior for high difficulty and reading silently for low, and for passage difficulty and extraversion, in that ambiverts performed least well with the difficult material.
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