A Study of Certain Relationships Existing Between General Reading Comprehension and Reading Comprehension in a Specific Subject- Matter Area

Abstract

In spite of the increased attention being directed by research workers and school practitioners to the nature and extent of the reading problem on the secondary school level, responsibilities for the development of an effec tive reading program have not been clearly allocated. This is due, in part, to the fact that the very nature of reading comprehension itself has not been clearly described. In general, school policies in relation to the provision made for reading instruction have varied between two points of view. The first point of view, based upon the assumption that the factors that make for reading compre hension are and, as such, are applicable to several areas of instruc tion, places a premium upon the development of general reading comprehension under the guidance of the English teacher or special reading teacher. The second point of view, in contradistinction to the first, empha sizes the development of reading comprehension under the instruction of the subject or teacher, on the assumption that reading com prehension is composed of a pattern of abilities that vary as to the content area studied, as well as to the purpose for which one reads within that content area. Between these two somewhat extreme points of view is the one that conceives of the responsibility for the development of the skills and abilities that make for adequate comprehension as belonging to both the English or reading teacher and the teacher. The pro ponents of this viewpoint base their belief on the assumption that reading comprehension involves both general and specific factors. Hence, the read

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