:us
Psycholoyy
if&
the
Schools,
July,
1979,
Vol.
16,
.Yo.
3.
for failure experiences. The children who respond that they accept responsibility
for
negative events also tend to report experiencing more anxiety about their
reading. On the basis of previous research (Lefcourt, 1976; Phares, 1976), negative
correlations between internality scales and measures of anxiety are expected.
This
discrepancy suggests the need for research on the relationship between reading
anxiety and general anxiety,
as
well as the relationship between these variables
and internality minus.
Examination of Table
1
shows that the internality minus (I-) from the
IAR failed to show
a
significant relationship with any of the other dimensions
of reading attitude measured by the Survey. Similarly, the internality plus (I+)
score from the IAR failed to show
a
significant relationship with any of the eight
dimensions of reading attitude in the Survey.
REFERENCES
BAWALEY,
A.
Intennediale
~e&W
methods.
New York: Wiley,
1964.
BROWN, D., ENQIN,
A.,
&
WALLBROWN,
F.
Develo mental changes
in
reading
attitudes during
the intermediate
gad&.
Jouml
of
EqmimntafEdumtim,
1979,
in prem.
CRANDALL,
V.
C.,
KATKOVSKY
W.,
&
CFUNDALL
V.
J.
Children’s beliefs
in
their
own
control
of reinforcements in intedectual-academic achievement situations.
Child
Development,
1965,
ENQIN,
A.,
WALLBROWN,
F.,
&
BROWN,
D.
The dimensions
of
reading attitude for
children
in
the
intermediate
grades.
Psydrobgy
in
the
rSchools,
1976, 13, 309-316.
LEmom~,
H.
Locus
of
control:
Current
trends
in
thmy
and
rmrch.
Hillsdale, NJ: Lmence
Erlbaum,
1976.
PHaaes,
E.
Low
of
control
in
personality.
Morristown,
NJ:
General Learning
Press,
1976.
ROT~ER,
J.
S&l
learning
and
cliniwl
psychology.
Englewood
Cliffs,
NJ: Prentice-Hall,
1954.
WALLBROWN,
F.
BROWN, D.,
&
ENQIN
A.
A factor
analysis
of reading attitudes along with
mea-
surea
of reading achievement and scholastic aptitude.
Psychology
in
the
8c?ioob,
1978,16,160-165.
36,
91-102.
A
PROFILE GRAPH FOR INTERPRETING
THE DETROIT
TESTS
OF LEARNING APTITUDE
QERRY
BOHNINQ
Barry
Come
Diagnostic information from
any
test
is
of little value
unless
the reaults
can
be
inte
reted
to
parents and teachers in ways the
can
understand and find
USeN.
%e
Profile Graph for Selected Subteats of &e Detroit
Testa
of
Learn-
ing Aptitude was designed
as
a
diagnostic aid to focus interpretation of Detroit
results
on
intraindividual ability strengths and
weaknm
as
related
to
a
child’s
own
expected level of functioning. Using the
Profile
Graph can expedite
communication
to
parents and teachers and
facilitate
educational placement
and program planning decisions for learning diaabled
children.
The Detroit Tests of Learning Aptitude consists of 19 subtests
and
purports
to help school personnel assess children’s learning problems in practical ways.
Selected subtest results of the Detroit have been found useful by school specialists
who work with learning disabled children (Faas, 1976; Wiebe
&
Harrison, 1978).
The Detroit Examiner’s Handbook (Baker
&
Leland, 1967) suggests that school
Requests~ for re
rink
should be s?nt
.to
Gerry B~hning,
Barry
College
Reading
Clinic,
Bmry
Colleke,
11300
N.
E!
Second Ave.,
Mmm,
FL
33161.
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