Abstract
The purpose of this study was to investigate the effects of student expectancy and the locus of control personality variable (I. E.) upon increasing reading rates. It was hypothesized that students operating under high improvement expectancy will demonstrate greater actual reading improvement when their personality orientation is toward the Internal end of the contimuum. Sixty male subjects participated in an intensive five week reading improvement course. A 2X3X5 factorial analysis of variance with repeated measures over trials was the basic design with two levels in Locus of Control (Internal and External) and three expectancy levels. The results indicate that Internals show greatest gains under high expectancy levels whereas Externals do poorly under such high expectancy levels. These results appear important to validation of the I. E. construct and to application to practical learning situations.
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