One hundred and five twelfth-grade students randomly selected from two public high schools in a southwestern county In Georgia were selected as subjects for a study of the relationship between reading attitudes and verbal SAT scores. Total reading attitude scores were generated, and verbal SAT scores were obtained from the self report of the subjects. From these surveys, the students were assigned to one of three groups of thirty five each, depending on their reading attitude scores: positive attitudes, neutral attitudes, and negative attitudes. A two-way analysis of variance, which was used to compute the F-ratio for the groups, supported the hypothesis that there is a significant difference between verbal aptitude as measured by the SAT and reading attitude. Group i (students who have positive attitudes toward reading) had significantly higher scores than group 2 (those students who have neutral attitudes toward reading) and Group 3 (those students who have negative attitudes toward reading); in addition, Group 2 had significantly higher scores than Group 3.
","abstract_html":"<p>One hundred and five twelfth-grade students randomly selected from two public high schools in a southwestern county In Georgia were selected as subjects for a study of the relationship between reading attitudes and verbal SAT scores. Total reading attitude scores were generated, and verbal SAT scores were obtained from the self report of the subjects. From these surveys, the students were assigned to one of three groups of thirty five each, depending on their reading attitude scores: positive attitudes, neutral attitudes, and negative attitudes. A two-way analysis of variance, which was used to compute the F-ratio for the groups, supported the hypothesis that there is a significant difference between verbal aptitude as measured by the SAT and reading attitude. Group i (students who have positive attitudes toward reading) had significantly higher scores than group 2 (those students who have neutral attitudes toward reading) and Group 3 (those students who have negative attitudes toward reading); in addition, Group 2 had significantly higher scores than Group 3.</p>","abstract_has_math":false,"creators":["Ward, Donald W."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. James M. Brewbaker","Dr. Carolyn M. Cartledge","James H. Chappel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1991,"date_issued":"1991-01-01T08:00:00Z","date_published":"1991-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Georgia","Verbal SAT Scores","SAT","Reading Attitudes","Twelfth-Grade","Educational Assessment, Evaluation, and Research","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/711","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James M. Brewbaker","Dr. Carolyn M. Cartledge","James H. Chappel"]},{"key":"dc:creator","label":"Author","values":["Ward, Donald W."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Georgia","Verbal SAT Scores","SAT","Reading Attitudes","Twelfth-Grade","Educational Assessment, Evaluation, and Research","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/711"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["One hundred and five twelfth-grade students randomly selected from two public high schools in a southwestern county In Georgia were selected as subjects for a study of the relationship between reading attitudes and verbal SAT scores. Total reading attitude scores were generated, and verbal SAT scores were obtained from the self report of the subjects. From these surveys, the students were assigned to one of three groups of thirty five each, depending on their reading attitude scores: positive attitudes, neutral attitudes, and negative attitudes. A two-way analysis of variance, which was used to compute the F-ratio for the groups, supported the hypothesis that there is a significant difference between verbal aptitude as measured by the SAT and reading attitude. Group i (students who have positive attitudes toward reading) had significantly higher scores than group 2 (those students who have neutral attitudes toward reading) and Group 3 (those students who have negative attitudes toward reading); in addition, Group 2 had significantly higher scores than Group 3.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Reading Attitudes and Verbal Aptitude"]}]}],"canonical_facts":{"dc:contributor":["Dr. James M. Brewbaker","Dr. Carolyn M. Cartledge","James H. Chappel"],"dc:creator":["Ward, Donald W."],"dc:description.abstract":["One hundred and five twelfth-grade students randomly selected from two public high schools in a southwestern county In Georgia were selected as subjects for a study of the relationship between reading attitudes and verbal SAT scores. Total reading attitude scores were generated, and verbal SAT scores were obtained from the self report of the subjects. From these surveys, the students were assigned to one of three groups of thirty five each, depending on their reading attitude scores: positive attitudes, neutral attitudes, and negative attitudes. A two-way analysis of variance, which was used to compute the F-ratio for the groups, supported the hypothesis that there is a significant difference between verbal aptitude as measured by the SAT and reading attitude. Group i (students who have positive attitudes toward reading) had significantly higher scores than group 2 (those students who have neutral attitudes toward reading) and Group 3 (those students who have negative attitudes toward reading); in addition, Group 2 had significantly higher scores than Group 3.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/711"],"dc:language":["English"],"dc:subject":["Georgia","Verbal SAT Scores","SAT","Reading Attitudes","Twelfth-Grade","Educational Assessment, Evaluation, and Research","Language and Literacy Education"],"dc:title":["The Relationship Between Reading Attitudes and Verbal Aptitude"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}