Abstract:The object of this investigation was to assess the validity of the emphasis placed by the substrata factor theory on the importance of classification in the process of learning to read. From an initial pool of 59 boys of similar working‐class background and a mean age of 15.69 years, attending secondary schools in Belfast, Northern Ireland, two groups of 12 were selected. One group was identified as a‘normal reader’group; the other as a‘poor reader’group. The classificatory ability of the two groups was assess… Show more
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