Abstract
The relationships between specific components of reading knowledge and reading comprehension were examined for 22 children (aged 10 yr.). A statistically significant relationship was observed between a composite of knowledge variables and comprehension; however, the relationship was no longer statistically significant when intelligence was controlled. Controlling the effect of intelligence may minimize the relationship between reading knowledge and comprehension.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
