The relationship between choice of self-protective mechanisms and achievement gains in reading during the remediation process

Date

1983

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Abstract

The focus of this study was on the relationship between the students' choice of more mature and/or less mature self-protective mechanisms and their receptivity to reading remediation. The total sample consisted of 65 reading-disabled students, in grades 2 through 11, enrolled for at least one term of reading remediation at the Diagnostic Learning Center at the University of Houston during the summer of 1981 or the 1981-1982 school year. Multiple regression analysis was used to examine the relationship between use of more mature and less mature self-protective mechanisms, as measured by the Guilt Deflection Scale and the Avoidance of Personal Responsibility Scale (two scales previously used in Howard Kaplan's 1971 junior high school study), and improvement in reading achievement, as measured by the Reading- Spelling Vocabulary Proficiency Test (RSVPT) and two subtests from the Woodcock Reading Mastery Tests, the Word Identification Subtest and the Passage Comprehension Subtest. The following other independent variables were controlled: age level, IQ level, socioeconomic level, the reading pre-test scores, and the presence or absence of previous tutoring at the center. [...]

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Keywords

Reading--Remedial teaching, Academic achievement, Defense mechanisms (Psychology)

Citation