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Ethnicity And Measures Of Educability: Differences Among Navajo, Pueblo And Rural Spanish-American First Graders On Measures Of Learning Style, Hearing Vocabulary, Entry Skills, Motivation And H...
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Ethnicity And Measures Of Educability: Differences Among Navajo, Pueblo And Rural Spanish-American First Graders On Measures Of Learning Style, Hearing Vocabulary, Entry Skills, Motivation And H...
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Content
This dissertation has been
microfilmed exactly as received
69-615
GARBER, Malcolm, 1932-
ETHNICITY AND MEASURES OF EDUCABILITY:
DIFFERENCES AMONG NAVAJO, PUEBLO AND RURAL
SPANISH AMERICAN FIRST GRADERS ON MEASURES
OF LEARNING STYLE, HEARING VOCABULARY, ENTRY
SKILLS, MOTIVATION AND HOME ENVIRONMENT
PROCESSES.
University of Southern California, Ph.D., 1968
Education, psychology
University Microfilms, Inc., Ann Arbor, Michigan
ETHNICITY AND MEASURES OF EDUCABILITY:
D ifferen ces Am ong N avajo, Pueblo and Rural
Spanish A m erican F ir st G raders on M easu res
of L earning Style, H earing V ocabulary,
Entry S k ills, M otivation and Hom e
Environm ent P r o c e s s e s
by
M alcolm Garber
A D isserta tio n P resen ted to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In P a rtia l F ulfillm ent of the
R equirem ents for the D egree
DOCTOR OF PHILOSOPHY
Educational P sych ology
June 1968
UNIVERSITY OF SOUTHERN CALIFORNIA
THE GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANGELES. CALIFORNIA 9 0 0 0 7
This dissertation, written by
under the direction of h.i s . . . Dissertation Com
mittee, and approved by all its members, has
been presented to and accepted by the Graduate
School, in partial fulfillment of requirements
for the degree of
D O C T O R O F P H I L O S O P H Y
M a lc o lm G a r b e r
Dean
Date.......
DISSERTATION COMMITTEE
■ hairman ■hatrman
ACKNOWLEDGMENTS
F am ily and friend s serv ed a s so u rces of effort sustaining
energy. My son s, Steven, V ictor and Joshua, relinquished th eir
playing tim e g raciou sly so that th eir father could plod onward.
My w ife, G race, len t stab ility and patience.
My frien d s, John M cK instry and M artin Stam bler, offered
em otion al support and encouragem ent. The m ost im portant
| contribution to my lea rn in g and thinking em anated from m y
| friend and in tellectu a l father figu re, Robert M cIntyre. H is
benevolent lea d ersh ip ca lled for my very b e st. T h ese people
a lerted m e to m y human condition. The ch oice to pursue a
path of r e se a r c h inquiry w as fa cilita ted through th eir com pan
ionship.
X I
TABLE OF CONTENTS
LIST OF TABLES ............................................................................v
LIST OF IL L U S T R A T IO N S ............................... v i
CHAPTER P age
I THE INTRODUCTION, THE PROBLEM,
THE STATEMENT OF THE PROBLEM,
EXPERIM ENTAL HYPOTHESIS, SUBJECTS,
LIMITATIONS OF THE STUDY, SCOPE,
DEFINITIONS OF TERMS USED AND
ORGANIZATION OF STUDY . . .................... 1
In tr o d u c tio n ............................................................ 1
The P roblem ............................... 3
The Statem ent of the P r o b le m ........................ 6
E xperim ental H y p o t h e s is ................................ 6
S u b j e c t s .................................................................... 7
L im itations of the S tu d y .................................... 7
Scope ........................................................... 8
D efinitions of T erm s U s e d ............................ 9
O rganization of S t u d y ............................... 15
II RATIONALE AND REVIEW OF
THE LIT ER A TU R E.................................................... 17
Rationale ................................................................ 17
Review of the L i t e r a t u r e ................................ 18
IH INCEPTION STRATEGIES, PROCEDURES,
SUBJECTS AND DATA A N A L Y S IS .................... 63
Inception S t r a t e g ie s ............................................ 63
P r o c e d u r e s ........................................................... 69
S u b j e c t s .................................................................... 75
Data A n a l y s i s ........................................................ 80
| CHAPTER P age
; IV DISCUSSION OF RESULTS AND SUGGESTIONS
FOR FURTHER RESEARCH........................................ 105
D isc u ssio n of R e su lts................................................ 105
Su ggestions for Further R e s e a r c h ................... 119
V SU M M A R Y ............................................................................. 124
S u m m a r y ........................................................................ 124
R E F E R E N C E S ............................................... 129
APPENDICES ............................................................................................ 136
■ ';v»
1. A Module R esea rch P lan ....................................... 137
2. T able showing the R acial Population
C h a ra c ter istic s from which sam p les
w ere drawn............................... . . . . ...................... 141
i 3. A Log for the r ese a rc h a c tiv itie s
involved in th is s t u d y ............................................ 143
4. A Statem ent of E x p e n d it u r e s ........................... 150
5. Student T est Data Sum m ary S h e e t ............... 152
6. The te s t b attery ................................................... 155
a. SWCEL S c a l e .............................. 156
b . Student Q u e s tio n n a ir e ............... 202
c . P arent Interview form (W olf's Scale) 206
d. Keypunch In structions sh eet . . . . 216
7. M ultiple D iscrim in an t Function
A n a ly sis Output .................................................... 218
LIST OF TABLES
TABLE
I V ariable D esignations and Their
R esp ective M easuring Instrum ents
II The R elationship betw een A ctual
-P lacem en t and P red icted P lacem ent
o f Navajo, Pueblo and Spanish F ir st
G raders a s D eterm ined by a M ultiple
i D iscrim inan t Function A n a ly sis of
Each Subject A long 33 V ariab les . . .
Ill M ean T S co res for Navajo, Pueblo,
Spanish A m erican C h il d r e n ................
LIST OF ILLUSTRATIONS
F igu re Page
1. A M odel of P sy ch o lin g u istic A b i l i t i e s .................. 21
2. An Illustration of the V ariety of Pueblo
Groups and the Languages Spoken by
E ach of th e se G r o u p s................................... 78
3. A C om parison U sing M ean T S cores
Am ong Navajo, P ueblo and Spanish
A m erican C hildren A long 33 M ea su res................. 88
4 . A C om parison U sing M ean T S co res of
N avajo, P ueblo and Spanish A m erican
C hildren on the Illin o is T est of
P sych olin gu istic A b ility ................................................ 98
5. A C om parison U sing M ean T S cores
Am ong Navajo, P ueblo and Spanish
A m erican C hildren on the P resch o o l
I n v e n t o r y ............................................................................ 100
6. A C om parison U sing Mean T S co res
Am ong N avajo, P ueblo and Spanish
A m erican C hildren on E nvironm ental
P r o c e s s V a r i a b l e s ........................................................ 102
7. M ean T S c o r es for N avajo, Pueblo
Spanish A m erican C hildren
SWCEL S c a l e .................................................................... 103
vi
CHAPTER I
THE INTRODUCTION, THE PROBLEM, THE STATEMENT OF
THE PROBLEM, EXPERIM ENTAL HYPOTHESIS, SUBJECTS,
LIMITATIONS OF THE STUDY, SCOPE, DEFINITIONS
OF TERMS USED AND ORGANIZATION OF. STUDY
Introduction
A m erican s hate w aste and love ch ild ren . Y et, som e of the
potential in human r e so u r c e s of A m erican m inority group children is j
w asted. A s th ese children p r o g r e ss from grade to grade in school,
they fa ll further and further behind their m iddle m ajority p e e r s. The
public is aware of th is and w ants to do som ething about it. Hobart
(1963) sum m arized th is sentim ent:
Thus, there is evident today a sign ifican t in crea se in
concern to develop fully the human r eso u r c e s of our
so ciety and a growing aw aren ess of the scandalous
w astage of th ese r e so u r c e s among m inority groups
in our so ciety . Growing in terest in developm ent of
the full potential of m inority group you n gsters in
public sch ools has led to an in creased aw aren ess of
| the perplexing d ifficu lties which a r e involved in
i achieving th is goal. (Hobart, 1963, p. 184).
i
i The "perplexing difficulties" involved in salvaging the human
| r e so u rc es which lie dormant in m inority group children m ay be
i
\
j treated m ore effectiv ely should the patterns of problem solving of
j
j th ese children be le s s m isunderstood. M isunderstanding occu rs j
j j
; j
' when th ere is a failu re to recogn ize that different people have d iffer- i
I
i
ent w ays of answ ering vital problem s._______ ______________________ _____I
2
The failu re to recogn ize the d iv e rse w ays in which
the variou s p eop les of the w orld have trie d to cope
with th e u n iversa l problem s of liv in g , and the fa il
ure to r ea liz e that th ere is not one but m any d e c e n t1
or 'civilized* w ays of doing th in gs, m ak es for m is
understanding and conflict. (K rech, C rutchfield,
and B allach ey, 1962, p. 344).
K rech, C rutchfield and B allach ey (1962) have u n d erscored
the p r o c e ss of cultural m isunderstanding. T hey a lso point out that
culture e sta b lish e s certa in consisten t p attern s of behavior that
I
I
d iv erse people u tilized in solving th eir own v ita l prob lem s.
The culture of a people c o n sists of th eir d istin c
tiv e m od al pattern s of behavior and the underlying
regu latory b e lie fs, va lu es, n o rm s, and p r e m ise s.
(K rech, C rutchfield and B allach ey, 1962, p. 344).
C hildren from divergent cu ltu res are exceptional in that .they
differ from the m iddle m ajority in accordance with th eir "distinctive
m odal p attern s of b eh avior." Zintz (1963) stated it th is way: |
B eca u se of a cultural d ifferen ce, and the language |
and ex p erien ce b a r r ie r s which th is cultural d iffer- j
ence p erp etu ates, they are in a v ery r e a l sen se j
exceptional ch ild ren . (Zintz, 1963, p. 15). I
A s exceptional children, those from divergent cultural b ack
grounds require sp ecia l a sse ssm e n t. T h is a sse ssm e n t, as P e te r
(1965) su ggested , should attend to educationally relevant v a ria b les
from which p r e scr ip tio n s can em erge. j
By a s s e s s in g the "modal p attern s of behavior" of the cu ltu r- j
ally divergent exceptional child, inform ation could be given to school
p erson n el w ith which they could m odify th eir t e aching p ro ced u res. Thd
3
"perplexing problem" of w asting human r e so u r c e s m ay be treated in
part through educationally relevan t diagn osis leading to sp ecific
cu rricu la r r ev isio n s ta ilo red to the needs of the culturally divergent
child.
Johnson (1967) reflected th is view as follow s:
The curriculum is the resp o n sib ility of the teach er
and educator. P rovided w ith an adequate d iagn osis
! and p ro g n o sis, the educator can then determ ine the
learn in g ex p erien ces that w ill be of greatest value
to the child. (C ruickshank and Johnson, 1967, p. 651).
i
j In sum m ary, m isunderstanding of culturally determ ined
j
j m odes of behaving can lead to in effective educational treatm en t of
the cu lturally divergent exceptional child . Understanding of th is
ch ild 's c h a ra cteristic m odes of behaving through adequate diagn osis
| and p rogn osis m ay allow educators to develop u sefu l p rescrip tio n s.
I
! An application of such p rescrip tio n s m ay alleviate the w aste of
; potential in human r e so u r c e s am ong m any of our culturally d iv er
gent children.
i
*
t
i
j
The P roblem
Until a few y e a r s ago, the literatu re em p hasized that
the differen ce in learning a b ilitie s of A nglo children
and m inority group child ren (e. g . , N egro, Spanish
A m erican , Indian) w as genuinely one of innate capac
ity. A s late a s 1924, one author stated that the extent
to which a child from one of th ese m inority groups
would be able to achieve w ell in com p arison with
A nglo child ren would depend upon the amount of
A nglo blood which flowed in h is v e in s . M ore recen t
4 '
r esea rch h as d isp elled the fa lla cio u s lo g ic in
th is w riting. The d ifferen ces that e x ist betw een
cultural groups can no longer be attributed to
innate in tellig en ce. The d ifferen ces are b eliev ed
to lie in the cultural value and b e lie fs of each
resp ectiv e group. (Z intz, 1963, pp. 23-24).
To paraphrase th is, it w as the cu lturally determ ined sty le in
which a child lea rn s that a ffects h is sch ool a ch iev em en t--n o t h is
blood lin e s. Of r ea l im portance to the educator would be a knowl
edge of how culturally divergent exceptional ch ild ren d iffer in regard!
i
i
to the way they lea rn . H ilgarde (1956) m ade the point in th is sta te-
i
i
ment:
It is evident that without p rior ex p erien ce, th ere \
are things to be learn ed that are quite within m an 's
capacity which he w ill n ever acquire. Without
appropriate lin gu istic or m ath em atical to o ls, for
exam ple, there are kinds of prob lem s he cannot
solve, r e g a r d le ss of how m uch native in tellig en ce
he h as. A fter th ese to o ls are acquired, h is le a r n - i
ing ability r is e s , without n e c e ss a r y in feren ce that ’
| the ceilin g of h is ab ility w as ra ised . (H ilgarde, [
j 1956, p. 461).
! |
j
D eutsch (1964, 1965), P iaget (1961), and B runer (1966) all
support H ilgard e's view of the im portance of the developm ent of j
!
sym bolic to o ls. They have agreed that early language sk ill
acquisition is cru cia l to the developm ent of problem solvin g
i
a b ilitie s.
i
I
What are the learn in g sty le s, the p rior e x p erien ces, the
; m otivation s, and the fam ily p r e ssu r e s that a cu lturally divergent |
5
child b rin gs to sch ool? Inform ation which illu m in ates the answ er to
such a question can provide the b a s is for sound curricu lu m planning
w hich could a s s is t the cu lturally divergent child in approaching the
peak of h is in tellectu a l potential.
The aim of th is study w as twofold: one, to exam ine v a ria b les
which contribute to d ifferen ces in language sk ill am ong a ll the
ch ild ren studied; tw o, to d escrib e how the groups which th ese
I !
j child ren rep resen ted differed from one another. Once th is inform a- j
i
tion b ecam e availab le, the fir st step in developing a m ore effectiv e i
E n glish language sk ills curricu lu m to a s s is t culturally divergent
child ren would be accom plish ed . |
T h is study w as a h y p o th eses-sea rch in g venture aim ed at
gathering relevan t educational inform ation that could facilitate the
i I
building of a fir s t-y e a r language sk ills curricu lu m for cu ltu rally- '
I !
; i
I divergent children. 1
: i
The o v era ll plan of such r e se a r c h would involve three d is
tin ct p h a ses. The p resen t study, reported h ere, focu sed upon the
gathering of inform ation in te r m s of p red ictor v a r ia b le s. A second
study would involve the co llectio n of c riter io n v a ria b les, sp ecifica lly
I
!
m e a su r e s rela ted to achievem ent and student gain. A final phase j
would be the planning and a sse ssm e n t of p rescrip tiv e cu rricu la.
6
Statem ent of the Problem
The in terested educator m ay ask questions along the follow ing
dim ensions:
1. What learning sty le s do culturally divergent first grade
children have ?
2. At what le v e l is th eir E nglish language h earin g vocabu
lary?
3. What entry sk ills do they p o s s e s s ?
4. What is th eir m otivation to su cceed academ ically?
5. What fam ily p r e ssu r e s regarding educational a ch iev e
m ent are brought to b ear on the child of culturally
divergent background?
| 6. Do th ese children differ from each other along any of
i '
j the dim ensions set forth above?
i
E xperim ental H ypotheses
In terest in the above questions led to a study, in the fa ll of
i
1967, designed to d escrib e three culturally divergent groups of first
grade students and to te s t the follow ing hyp othesis.
T here should be no d ifferen ces am ong the th ree groups
studied along the follow ing dim ensions:
1. L earning Style
2. E n glish Language H earing V ocabulary
3. E nvironm ental P r o c e s s V ariab les which encourage the
ch ild to su cceed in sch ool
4. M otivation related to learn in g in sch ool
5. Entry s k ills
Subjects
T h ree groups of fir st grade ch ild ren w ere se lec ted . They
rep resen ted populations of Navajo, P ueblo, and R ural Spanish
A m erican b o y s and g ir ls . The N avajo sam ple w as ch osen from the
P u erco E lem entary School D istr ic t in San ders, A rizon a. T he other
two groups cam e from the B e rn a lillo U nified School D istr ict in
New M exico.
L im itation s of the Study
C ertain lim ita tio n s r e str ic te d the scop e of th is study. They
w ere:
1. No A nglo group w as exam ined for com p arison pu rp oses
b ecau se of the co st of the p roject.
2. Since other culturally divergent groups w ere not
included, gen era liza tio n s to such groups could not be m ade.
8
3. A ll p o ssib le v a ria b les which contribute to varian ce in
E n glish language sk ill developm ent could not be included. T hose
that w ere se le c te d w ere con sid ered b ecau se of th eir educational
im p ortan ce.
4. Though attem pts w ere m ade to reduce in te r -te ste r
variab ility through training, th is rem ained a sou rce of varian ce
w hich w as not taken ca re of by the d esign and a n a ly sis of the study.
5. B ecau se of c o sts and ad m in istrative d ifficu lties, a b ia s
w as introduced into the N avajo sam p le. Only th ose Navajo children
i
I in the Sanders, A rizona area w ere studied. Thus, only to the
i
I
extent to which the Sanders N avajo child ren rep resen t other Navajo
fir st g ra d ers could g en eralization s be extrapolated.
! 6. The P ueblo sam ple co n sisted only of th ose five Pueblo
| groups located in or near the B e rn a lillo School d istr ict. M issin g
J
j rep resen tation w ere child ren from six teen other P ueblo groups.
j
j Thus to the extent that the five groups p resen t in th is study rep re -
I
!
! sent the other six teen Pueblo groups could gen eralization s about a ll
P u eb los be m ade.
Scope
i
j
! The study p resen ted h ere w as part of a la rg e r r ese a rc h
! plan sp onsored by the Southw estern C ooperative Educational L abora-
j to ry . O utlined in Appendix 1 is the fir st part of th is re s e a r c h _____
9 "
project which w as designed to exam ine the so c io lo g ica l, anthropo-
I lo g ic a l and p sych ological v a r ia b le s which contributed to language
sk ills developm ent am ong cu ltu rally divergent ch ild ren in the south
w estern area of the United States com p rised of A rizon a, New M exicq
Oklahoma and W est T ex a s. Appendix 2 show s a breakdow n of the
r a cia l c h a r a c te r istic s in th is fo u r-sta te region . Not only w ere
! m ore v a r ia b le s gathered than w ere reported h ere, but plans w ere
!
i
m ade to p o s t-te s t the su b jects in the late spring of 1968. Too,
i
plans w ere developed to expand the sam ple s iz e , include A nglo |
groups for com parison and enlarge the num ber of target populations.
T h is study com p rised the in itia l part of th is o v e ra ll r e se a r c h plan.
D efin ition s of T e rm s U sed
i
S ev era l con stru cts have b een u sed in th is study. No attem pt |
i ;
! j
j to operation alize them h a s been m ade in th is sectio n . R ather, the j
i
te r m s defined h ere have b een given a certain amount of face valid ity.
! It w as r e a liz e d that by settin g the con stru cts into an 'h om ological
i
network" a s sp ecified by the A m erican P sy ch o lo g ica l A sso cia tio n
C om m ittee on T est Standards (1952), the definitions would have
I
m ore m eaning. H ow ever, owing to the lack of theory surrounding I
som e of th e se con stru cts, face valid ity definitions w ere the b est j
i
that could be offered. I
10
L earning Style
The total co n stella tio n s of conditions for learn in g
favored by the student a s he p ro ceed s to m eet h is
r e sp o n sib ilitie s in an educational program help
identify h is sty le of learn in g. T h ese learn in g
s ty le s m ay be highly individualized m od es of
in terp retin g and m eetin g the req u irem en ts of the
sch ool. A dditionally, learn in g sty le s are part
of the student's broader pattern of adaptation. . . .
L earning sty le s and p attern s of adap tation --
The in te r e sts of adaptation are obviously serv ed
in the learn in g p r o c e s s . L earning m ay be view ed
a s a product of su c c e ssfu l adaptation, but it is
a lso one of the m ean s for su c c e ssfu l adaptation.
D escrip tio n s of learn in g sty le s n e c e s s a r ily
req u ire r eferen ce to the adaptive p attern s in
w hich they are em bedded. By 'adaptation' we
m ean the p r o c e ss of coping with the environm ental
dem ands so that continuing developm ent is p o ssib le
. . . in our u se of the term . (H orow itz, 1966, p. 52).
In th is study the concept of "learning style" has been u sed in
a m anner sim ila r to that of H orow itz (1966). Instead of the word
i
"favored" the word ’'utilized" can be substituted so that the fir st j
• ' 1
sen ten ce above would read a s follow s: The to ta l con stellation of |
|
conditions u tilized by the student a s he p ro ceed s to h is r e sp o n sib ili- J
t ie s in an educational program help identify h is sty le of learn in g.
The Illin o is T e st of P sy ch o lin g u istic A b ility (1961), an
instrum ent u sing a cyb ern etic m odel a s a th e o re tica l fram ew ork,
w as u sed to m easu re learn in g style in th is study. When the lea r n - i
ing sty le of a child is understood, m od ification s in h is learn in g style J
m ay be m ade. M cCarthy and K irk (1961) liste d exam p les of how
such m odification s can be m ade.
E nglish Language H earing V ocabulary
E n glish Language H earing V ocabulary r efer r ed to .the le v e l
of E n glish language sop h istication of the child. O rdinarily, a cco rd
ing to R oberts (1962), such sop h istication w as acquired through the j
ch ild 's in teraction with native E n glish sp ea k ers. A s the c h ild 's
contact w ith native sp eak ers w as reduced, h is ch an ces of acquirin g
vocabulary strength w ere dim inished.
The sch ool can provide E n glish v ocab u lary enrichm ent . j
e x p erien ces through sy stem a tic cu rricu lar planning. A knowledge of
w here the child stands along the continuum of E n glish language h ea r
ing vocabulary sop h istication can enable the curriculum planner to j
plan a program which w ill com pensate for w e a k n esses and take '
!
stren gths into account. T h is study proposed to exam ine the variab le ■
of E n glish language h earin g vocabulary u sin g the Peabody P ictu re J
j
V ocabulary T est which, according to Dunn (1965), w as assu m ed to j
m easu re h earin g vocabulary. |
i
|
Environm ental P r o c e s s !
E nvironm ental P r o c e s s w as a variable which affected the j
ch ild 's perform ance in sch ool. It m ay be m easu red along th e i
follow ing d im en sion s u sing a t e chnique devised by W olf (1964);_______ !
12
1. Nature of In tellectu al E xp ectation s of the Child
2. Nature of In tellectu al A sp iration s for Child
3. Inform ation about C h ild 's In tellectu al D evelopm ent
4. Nature of Reward^ for In tellectu al A ccom plishm ent
5. E m ph asis on the U se of Language in a V ariety of
Situations
6. O pportunities P rovided for E nlarging V ocabulary
7. E m p h asis on C o rrectn ess of Language U sage
8. O pportunities P rovided for L earning in the Home
9. O pportunities P rovided for L earning O utside the Home
(Excluding School)
10. A vailab ility and E ncouragem ent of U se of L earning
Supplies
11. A vailab ility and E ncouragem ent of U se of B ooks
(Including R eferen ce W orks), P er io d ic a ls and L ibrary
F a c ilitie s
12. N ature and Amount of A ssista n c e P rovided to F acilitate
L earning in a V ariety of Situations
F am ily in teraction m ay be m odified by the school program
through the follow ing d ev ices:
1. Adult education p rogram s which em p hasize the rela tio n
ship betw een child rea rin g p r a c tic e s and perform ance in school.
2. T each er-p aren t cou n selin g s e s s io n s in w hich the n eed s of
the fam ily and the dem ands of the sch ool are m ade m ore c le a r .
3. In -se r v ic e train in g program s for te a c h e r s of cu ltu ra lly-
divergent children designed to fo ste r a greater understanding of the
fam ily in teraction al p r e ssu r e s which affect the way the child b eh aves
and lea rn s in the c la ssr o o m .
The study of fam ily in teraction through the u se of the W olf
(1364) Q uestionnaire should provide inform ation w hich m ay be
u tilized in the above w ays to the advantage of the cu ltu r a lly -d isa d -
i vantaged child.
M otivation
M otivation in th is study w as con sid ered a variab le which
d ifferen tially affected c la ssr o o m b eh avior. S ev era l in stru m en ts
i have been u tilized to exam ine the ch ild 's m otivation . A q u estion -
j
j n a ire, included in Appendix 6, w as em ployed w hich w as design ed to
| tap such con stru cts a s a cq u iescen ce, rew ard p referen ce, s e lf-
i
j e ste e m , identification with father and m other, p referen ce for
im m ediate v e r su s delayed rew ard, lo cu s of control and te s t anxiety.
A curricu lu m ta ilo red to the m otivational dem ands which the child
1
b rin gs to the c la ssr o o m m ay be developed once the planner under-
j stands the kind and le v e l of the ch ild 's m otivation.
14
Entry S k ills
Entry S k ills w as the term em ployed to d escrib e the le v e l of
achievem en t which the child had acquired p rior to en terin g fir st
i
grade. The to o ls u tilized to a s s e s s the entry sk ills of the ch ild ren
studied included the P re sc h o o l Inventory (1967) and a non- !
standardized paper and p en cil te s t design ed e sp e c ia lly for th is pur-
j p ose and included in Appendix 6 .
i
l
i
i C ulturally D ivergent E xcep tion al Child j
I |
| Both D eutsch (1964, 1956) and Hunt (1964) have a rriv ed at j
I |
sim ila r con clu sion s that som e ch ild ren su ffer from a fa m ily j
environm ent that inhibits th eir m en tal developm ent during p resch o o l
y e a r s . H avighurst and M oorefield (1967) have m ade th is statem ent:
: i
! I
; In telligen ce grow s out of ex p erien ce with ob jects |
and p eople. A ssu m in g that each p erso n in h erits
i a potential ab ility for learn in g w hich i s in h is j
germ p lasm , th is potential d eterm in es the upper
lim it or the c e ilin g of h is m en tal developm ent. I
I But h is environm ent, through its supply of stim u -
| lation and through the kinds of stim ulation it g iv e s J
| him , d eterm in es how c lo se he sh a ll com e to h is
| ceilin g . T h erefo re, a 'good' environm ent h elp s
him reach up to or alm ost up to h is inherent lim it,
| w hile a 'poor' environm ent p reven ts him from |
approxim ating that lim it. (H avighurst and M oorefield , j
! 1967, pp. 13-14). i
! i
i The child exhibiting le s s than exp ected in tellig en ce from a !
j I
| "poor" environm ent h as been term ed a cu ltu rally divergent e x ce p - '
tion al child.
15
M iddle M ajority C ulture
M iddle M ajority C ulture, as the term w as u sed h ere,
r eferred to the se t of v a lu es, trad ition s, b e lie fs, attitudes, te c h
nology, h istory, and in stitu tion s of the dom inant so c iety in A m erica
today. C hildren of the m iddle m ajority culture are the "haves,"
w hile children studied h ere are the "have n ots." In te r m s of the
environm ents d escrib ed by H avighurst, et al (1961) the child ren of
!
the m iddle m ajority have the advantage of a "good" environm ent
w hich a s s is ts them in m axim izin g th eir in tellectu a l potential. The
child ren studied h ere had the disadvantage of com ing from a "poor"
I environm ent which lim ited the developm ent of th eir in tellectu al
i
j
potential.
O rganization of Study
i
i Chapter I included an Introduction which u n d erscored the
jneed for a clea r understanding of the entry sk ills of cu lturally
divergent children. The qu estion s to be an sw ered and the null
h yp oth eses in th is study w ere stated along w ith the lim ita tio n s to the
stu dy's scop e. D efinition of te r m s u sed w as given along w ith an
outline of the follow ing ch ap ters.
Chapter II contains a rationale for the study accom panied by
»
i
;a review of the litera tu re.
16
Chapter lit in clu d es an account of the str a te g ie s involved in
gathering inform ation, a d escrip tion of the m ethods em ployed and a
. report listin g the r e su lts.
Chapter IV in clu d es an in terp retation of the findings along
I
with su ggestion s for further r ese a rc h .
Chapter V su m m a rizes the study.
CHAPTER II
RATIONALE AND REVIEW OF THE LITERATURE
An attem pt to generate m eaningful inform ation about the
stren gth s and w ea k n esses of Navajo, P ueblo and R ural Spanish
A m erican ch ild ren w as the concern of th is in vestigation . M eaning
ful inform ation w as judged to be inform ation which curricu lu m plan
n e r s could u tiliz e to produce ex p e rien ce s which would shape the
behavior of the involved stu dents. A s an exam ple, should it be
found that the h earin g vocabulary of a group was low , then con crete
step s to am eliorate th is condition could be taken in to con sid eration
by curricu lu m plan n ers. An assum p tion h ere was that a h earin g
vocabulary d eficit w as am enable to educational treatm en t. Another
assum p tion w as that h earin g vocabulary w as related to acad em ic ;
| achievem en t. A third assum p tion w as that hearing vocabulary w as j
i '
| m easu red by the instrum entation u tilized in this study. '
: Had th is in vestigation focu sed on m easu rin g d ifferen ces in |
t
' height, w eight, or m etab olism am ong the th ree ta rg et populations,
it would hardly be lik ely that any m eaningful inform ation for educa
to r s would have em erged . Such v a ria b les have b een treated by
other d iscip lin e s than education. E ven if a relation sh ip w ere found
17
18
relatin g th ese v a r ia b le s to acad em ic su c c e s s, th ere seem ed little
that ed u cators could do with such inform ation in the way of shaping
student b ehavior.
A review of th e litera tu re w as conducted w hich brought
th e o re tica l id ea s and e m p ir ic a l evidence to b ear on the problem of
accep tin g or rejec tin g the follow in g assum p tion s:
1. The v a ria b les to b e ch osen w ere am enable to educa-
i
| tion al treatm en t.
I
!
2. T h ese v a ria b les w ere related to acad em ic achievem en t.
3. T h ese v a ria b les w ere m easured by the instrum ent to be
u sed .
R eview of the L iteratu re
Illin o is T est of P sy c h o lin g u istic s
j The ITPA em erged from O sgood's (1957) cyb ern etic m odel of
i
I the com m unication p r o c e ss , w hich w as b a sed on H u ll's (1952) le a r n
in g th eory form u lation s. S ie v e r s (1955) had pion eered by u tilizin g
O sgood 's m odel as a b a s is fo r her D ifferen tial Language F a c ilitie s
T est. The ITPA m ay be regarded a s em ergin g from the th eo retica l
thrust of O sgood's id e a s and the em p irica l effect of S ievers' w ork.
O sgood 's w as e sse n tia lly an S-R th eory w ith strong im p lic a
tion s about cognition. A ccording to H ill (1963), the key contribution
19
of O sgood’s id ea s about com m unication w as the notion of "m ediating
r e sp o n se ." A m ediating resp on se w as sim ila r to S p en ce's (1956)
concept of rg. — a fraction al antedating goal reaction . O sgood and
h is a s s o c ia te s claim ed that con cep ts take on m eaning from m ed ia
to r s . H ill (1963) su ccin ctly put it th is way:
They [O sgood, et al] su ggest that for ev ery
concept a p erso n h as, th ere is a m ediating
resp o n se which p rovid es the m eaning of that con
cept for him . (A ctually they [O sgood, et al] use
the m ore g en era l ter m 'm ediating p r o c e s s ,1 but
for c o n siste n c e we w ill continue to speak of
m ed iatin g r e s p o n s e s .) T h ese m ediating r e sp o n se s
a re fraction al p arts of our resp on se to the thing
the word n a m es. Thus our resp on se to 'sour'
m ight be a sligh t tendency to pucker the lip s and
sa liv a te, and our resp on se to ' m ountain' m ight
be a slight tendency to look upward. The m ed iat
in g r e sp o n se s m ay a lso be part of the em otion al
resp o n se to the thing. We m ight, for exam p le,
sm ile slig h tly in resp o n se to the word 'happy' or
b ecom e ten se in resp o n se to the word 'd a n g e r .'
| Just what the p articu lar m ed iatin g r e sp o n se s
i a re is som ething we u su ally do not know. A s
O sgood and h is a ss o c ia te s are ca refu l to point out,
j they m ay not be r e sp o n se s in the u su al se n se , like
i th ose in our ex a m p les, but m ay be unobservable
p r o c e s s e s in the cen tra l n ervou s sy stem . (H ill,
1963, p. 188).
I
T hus, O sgood indicated that intervening betw een the
stim u lu s of a word, th ere w as a p r o c e ss of m ediation w ithin the
l
j
j o r g a n ism --a s e r ie s of intern al r e sp o n se s producing intern al
j
i stim u li--w h ic h contribute to the resp o n se involved in evocation of
j a concept.
20
What has been d escrib ed led to the structure of the cyb ern etic
m odel which form ed the fram ew ork around w hich the ITPA w as built.
Stim ulus even ts extern al to the organ ism w ere ca lled the
p r o c e ss of decoding or input. R esp onse e v e n ts--e x te r n a l to the
organ ism w ere ca lled encoding or output.
The subject would m ake a sso c ia tio n s betw een input and output
; at tw o le v e ls : the au tom atic-seq u en tial, and the rep resen tation al.
I
! The au tom atic-seq u en tial le v e l involved the p e r so n 's ability to deal
i
! with non-m eaningful sym b ols with a m em ory dim ension. A ccordin g
i
! to M cCarthy and K irk (1961):
{
j
T e s ts at th is le v e l deal with non-m eaningful
u s e s o f sym b ols, p rin cip ally th eir long term
reten tion and the short term m em ory of sym bol
i seq u en ces. (M cCarthy and K irk, 1961, p. 6). j
I I
' The rep resen tation al le v e l involved the ab ility of the subject I
1 to deal with m eaningful sym b ols. The authors d escrib ed te s ts at
i
: th is le v e l as follow s:
i
| T e sts at th is le v e l have one thing in com m on.
I They a ll a s s e s s som e asp ect of the su b ject's ab ility
i to deal with m eaningful s y m b o ls --to understand the
| m eaning of sym b ols (decoding), to e x p r e ss m eaning-
I ful id ea s in sym b ols (encoding), or to relate sym b ols
| on a m eaningful b a s is (a sso cia tio n ). (M cCarthy and
! K irk, 1961, p. 4).
| F igure 1 p ictu res the cyb ern etic m odel the co n stru cto rs of
!
| the ITPA u tilized in developing th eir instrum ent.
FIGURE 1
A MODEL OF PSYCHOLINGUISTIC ABILITIES
21
D ecoding A sso cia tio n Encoding
Repre sentational
L ev el
- * — i
A utoittd|ic-
Sequential
L evel
A uditory and V isu al Stim uli
R epre sentational L ev el
1. A uditory D ecoding
2. V isu a l D ecoding
3. A u d itory-V ocal A sso c ia tio n
4. V isu al-M otor A sso c ia tio n
5. V ocal Encoding
6. M otor Encoding
M otor and V ocal R esp on ses
A utom atic - Sequential L ev el
7. A u d itory-V ocal A utom atic
8. A u d itory-V ocal Sequencing
9. V isu al-M otor Sequencing
j K irk and M cCarthy (1961, p. 5)
22
The ITPA m ay be con sid ered a diagnostic battery in that its
nine su b tests m easu re different a sp ects of a su b ject's p sych olin -
gu istic ability. C are was taken to insure that each of the su b tests
m easu red "single a b ilitie s." Sem m el and M ueller (1962) reported
that a factor analytic study did indeed rev ea l a sim p le structure in
w hich each of the nine fa cto rs could be defined by a single variab le.
The authors [S em m el and M ueller] interpreted
th is study as supporting both the th eo retica l stru c
ture and the factor valid ity of the ITPA . The inde
pendent nine fa cto rs which w ere em p irica lly I
dem onstrated in th is study, corresponded to Kirk
and M cC arthy's definition s of the nine su b tests.
(Batem an, 1965, p. 2). j
>
j Studies by C enter (1963), L eoffler (1963) and M cCarthy and
i
O lson (1964) tend to support the notion that the ITPA exhibits
factor valid ity.
I A s to r elia b ility of the ITPA, Gunburg (1964) found r elia b ility j
'co efficien ts ranging from . 38 to .7 9 on the nine su b tests. He used a !
i '
; i
t e s t - r e t e s t situation on fifty adult m ale m ental retard ates in a j
B r itish hosp ital for m ental retard ates. When the th ree su b tests
i
i
w ith low est relia b ility co efficien ts w ere rem oved, the shortened
b attery correlated . 94 with the F u ll Score original ITPA.
The th ree su b tests with the low est r elia b ility coefficien ts
w e re found to be Auditory D ecoding (. 38), V isu al-M otor A s so c ia - j
! !
ition (.3 7 ) and A u ditory-V ocal Autom atic (.4 8 ). Batem an com m ented
upon th ese low relia b ility co efficien ts a s follow s: j
23
It is probable that the rep orted low r e lia b ilitie s
of the A uditory D ecoding and A u d itory-V ocal A uto
m atic su btest are r ela ted to the fact that th ese are
two of the th ree su b tests on which th e se adult
retard ates w ere at or n ear the top of the norm .
The low relia b ility of V isu al-M otor A sso c ia tio n
is co n sisten t with our c lin ic a l ob servation s and
not unexpected. (B atem an, 1965, p. 6).
The t e s t-r e te s t r elia b ility , though not a ll that m ight be
hoped for, w as n e v e r th e le ss of a sign ifican t d eg ree, to w arrant tr y -
I
i
ing th is instrum ent. I
j
j U sin g young m en tally retard ed su b jects with a m ean chrono-
i
I
lo g ic a l age of 9 y e a r s , M u eller (1965) dem onstrated the rela tio n - j
! I
j ship betw een six p red ictor t e s ts and six c r ite r io n t e s t s . The j
i
predictor te s ts m entioned below w ere:
1. The Stan ford -B in et In telligen ce Scale (S -B ) (T erm an j
i I
I and M er rill, 1960). j
! 2. The Illin o is T e st of P sy ch o lin g u istic A b ility (ITPA) *
(Kirk and M cCarthy, 1961). I
3. The Peabody P ictu re V ocabulary T e st (P PV T ) (Dunn, |
I 1959). |
i
! 4. The P ic to r ia l T e st of In telligen ce (PTI) (F ren ch , 1963).
i
j
| 5. The C oloured P r o g r e s siv e M a trices (CPM ) (Raven, 1947).|
1 6. The P rim a ry M ental A b ilitie s T est (PM AT) (Thurston, j
I 1947). j
The six c riter io n t e s t s w ere:
24
1. The Wide Range A chievem ent T est (WRAT) (Jastak, 1946)
2. The New Y ork A chievem en t T e st (NYAT) (W rightstone,
et al, 1959).
3. The M odified P rogn ostic R eading T est (M PRT)
(W oodcock, 1964).
4. Coding (W ech sler, 1949).
5. A paired a sso c ia te task (PA T ).
6. A sim p le alternation ta sk (SAT).
W ithin a period of one to th ree w eek s the predictor t e s t s
w ere ad m in istered follow ed by the c r ite r io n te s ts . A co rrela tio n a l
a n a ly sis su ggested that prediction b ased on the ITPA w as not sig n i
fican tly low er than that of the Stanford-B inet.
. . . although the m ultiple r e g r e ss io n a n a ly sis
in d ica tes that the S -B and PMAT allow the high est
le v e l of p rediction am ong the te s ts studied, the
co rrela tio n a l a n a ly sis su g g ests that prediction
b ased on the u se of the PTI or ITPA is not sig n i
fican tly lo w er. (M ueller, 1965, p. 61).
T h is would im ply that the ITPA m ay be used to predict
achievem ent w ith as m uch confidence as one would have with the
Stanford-B inet providing on e's su bjects and c r ite r ia w ere sim ila r
to th ose in the M u eller study. The advantage of em ploying the
ITPA would be that it m easu red a se t of v a ria b les which m ay be
treated by ed u cators. T h is w as im plied in M u eller's statem ent:
25
T h erefo re, w here a m ore d iagn ostic te s t of m en tal
ab ility is d esira b le, eith er of th e se te s ts (the ITPA
or PTI) could be substituted for the S -B without an
appreciable lo s s in p rediction. (M ueller, 1965,
p. 64).
It could be argued that a "more d iagn ostic te st of m ental
ability" w as the antecedent condition for a m ore p r e scr ip tiv e educa
tional outcom e.
Dunlap (1966) reported the e ffe c ts of a teach in g program in j
I ;
I
I which students w ere diagnosed w ith a b attery of in stru m en ts in clu d -
|
j ing the ITPA. On the b a s is of th e ITPA d iagn osis the students w ere j
j I
■ grouped into sp e c ia l c la s s e s w here the curricu lu m w as ta ilo red to j
j j
th eir sp ecific stren gth s and w e a k n esse s. The su b jects, who w ere j
kindergarten child ren, gained in d egree of th eir diagnosed stren gth s
|
| and lo st in the d egree of their diagn osed w e a k n esse s. j
1 j
The in c r e a se in num ber of a s s e ts , . 70 p er child
and the d e c r e a se in num ber of d e fic its, . 28 p er child j
, (total growth .9 8 ) showed that each of the 109 ch ild ren , !
on the average, acquired one a ss e t or elim in ated one j
| d eficit. (Dunlap, 1966, p. 3). j
j j
! The strong im plication that th ere are educational trea tm en ts j
i i
i
| which can be of benefit to students em erged from D unlap's in v e sti
gation.
| That the ITPA m ay be u sefu l in designing cu rricu la w as l
I !
| em p hasized by Hart (1963) in a study p erform ed in A u stra lia with j
I c er eb ra l p a lsied ch ild ren . C om paring an exp erim en tal group of ;
! i
I ___n h i l d r f i n , diagno s e d and trea ted on the b a sis of ITPA r e su lts, with a 1
26
'control group w hich w as m atched on the b a sis of ITPA findings,
Hart found that the exp erim en tal group had ach ieved sign ifican tly
m ore than the con trol group.
The exp erim en tal group showed a m ean total language age
gain of 12. 3 m onths w hile the con trol group gained 1 .1 m onths dur-
I
ing the seven w eek train in g period . j
i
j P r e - and p o st-te st reading a g es on the H ull Word Recognition!
i ' !
i I
T e st revealed that the m ean gain for the exp erim en tal group w as ;
nine m onths com pared with a m ean gain of th ree m onths for the
control group. T h is d ifferen ce in favor of the exp erim en tal group,
w as sign ifican t beyond the . 001 le v e l.
Though the sam ple w as sm a ll, n = 9 per group, the d esign
i
seem ed tigh t. The r e su lts indicated the p r e scrip tio n s b ased on
i
j ITPA d iagn oses could produce academ ic growth,
i ' !
i Not a ll stu d ies provided such p o sitiv e endorsem ent for the
i '
j im p lication that the ITPA could produce educational p rescrip tio n s
i that would affect academ ic p erform an ce. C ripe (1966) concluded !
i |
[ ■
| the follow ing:
i
j
j . . . (1) d ifferen ces being m easu red by the ITPA,
I if th e se e x ist, are ex trem ely subtle, or (2) that
i d iscr ep a n c ie s in a ch ild 's ab ility to lea rn auditory |
I and v isu a l stim u li are not being m easu red by the !
te s t. (C ripe, 1966, p. 635-B ). j
i I
I E ighteen children w ere separated into two groups by C ripe onI
J j
i the ba s is of d iscrep an cie s of a t.lea st one standard, deviation on two.___ 1
27
ITPA Decoding and /or A sso cia tio n su b tests. T his separation
allow ed for an auditory group and a visu al group. The null hypoth
e s is , that no d ifferen ces in the rate of learning an additory as
opposed to a visu al task betw een the two groups would appear, was
|
accepted.
No control group w a s reported. P erhap s the difficulty in the
learn in g ta sk was so great that it m asked any differen ce which might j
I
have appeared if the task had been e a sie r . The u se of a sam ple as j
sm a ll as 9 p er group would indicate that gen eralization s m ust be
cautiously m ade. The study, did su ggest, how ever, the im portance of
j
tyiiig an educational p rescrip tion down to the im p lication of a diag
n o s is . The fact that the ITPA did not distin guish betw een groups on
the b a sis of th eir r esp ec tiv e a b ilitie s to lea rn a pred icted task j
would indicate that caution be exerted in m aking p red iction s or j
p rescrip tio n s about findings from the ITPA. j
j !
| To th is point stu d ies by M ueller (1965), Dunlap (1966) and
j
Hart (1963) have b een cited which support the assum ption that educa- j
i
tion al p rescrip tio n s may be made on the b a s is of ITPA diagn oses. |
That caution in m aking d iagn osis ought bo be exhibited w as inferred
from C rip e's (1966) findings. In sum m ary, the litera tu re tended to j
i
lend credence to tw o assum ptions: one, that educational p rescrip - j
tio n s could be generated from ITPA findings; and, tw o, that the i
ITPA was related to academ ic achievem en t. i
28
One other factor influenced the d ecisio n to ch oose the ITPA
a s part of the te s t b attery. It w as norm ed for an age range of b e
tw een 2 y e a r s, 3 m onths to 9 y e a r s, 3 m onths. Since the child ren
in th is study w ere betw een 6 and 8 y e a r s, it w as felt that th is te st
would have both enough top and bottom . In other w ords, the item
difficu lty would not be so great a s to keep ch ild ren from m aking any j
I
| s c o r e s and not be so ea sy a s to p erm it them to answ er ev ery item . !
! !
i :
| The ITPA seem ed to be a fa irly valid , reliab le and u sable j
|
I j
m ea su re of learn in g sty le . It w as related to sch ool achievem ent andi
had the advantage of being able to gen erate sc o r e s rela ted to
stren gth s and w eak n ess in students w hich could be am eliorated
through p r e scr ip tiv e educational tech n iq u es. For th ese r ea so n s, it
i
| w as se le c te d a s the m ea su re of lea rn in g sty le in th is study. |
i i
j I
■ E n glish Language H earing V ocabulary j
j N o in tellig en ce testin g , p er se , w as done in th is study. The !
j rea so n that such te s ts w ere excluded w as not b ecau se they introduce J
i
a cu ltu rally unfair b ia s, but rath er b ecau se little in the way of
i
p r e scr ip tio n s could have em erged from such p roced u res. B loom
(1963) m ade the point th is way: j
I I
j Although gen eral in tellig en ce m ea su r es have |
undoubtedly proved u sefu l to te a c h e r s over the past j
| 50 y e a r s, it should be rem em b ered that in telligen ce
i t e s t s w ere not d evised for the sp ec ific prob lem s
{ encountered by te a c h e r s. (B loom , 1963, p. 383). j
29
In illu stra tin g th is view , B loom drew the follow ing analogy
betw een the p ra ctice of m ed icin e and the p ractice of teaching:
The ph ysician m ight find a gen eral index of
health to be of som e valu e, but he could hardly
depend on it as a v ery u sefu l p iece of inform ation
in diagnosing particu lar ailm en ts or in deciding
upon therapeutic p roced u res. S im ila rly , the
tea ch er who knows only the gen eral in tellig en ce of
the pupil d oes not have very u sefu l inform ation for
determ ining what the pupil n eed s or what m ight be
done to help him . (B loom , 1963, p. 383). j
I ' i
;
! It w as with th is point of view that E nglish language hearin g j
vocabulary w as se lec ted a s a variab le to be studied rath er than
I
in tellig en ce per s e . Though th ere is a strong relation sh ip betw een
verb al or h earin g ability and in tellig en ce, h earin g ab ility appeared
to be a construct of g rea ter u se to educators than in tellig en ce.
i
| Dunn (1965) assu m ed the Peabody P ictu re V ocabulary T e st (PPV T )
I
I # I
■ to be a m easu re of hearing vocabulary. About the relation sh ip i
i i
! betw een hearing vocabulary and in tellig en ce, th is statem ent w as
I m ade.
I
I F urtherm ore, in ligh t of the grow ing body of
' literatu re on the many fa cets of in tellect, one i
m ust concede that the PPV T i.s not providing a
com p reh en sive m ea su re of in tellectu a l functioning.
Instead, by m ean s of short, r e str ic te d sam ple of
behavior, it attem pts to provide a u sefu l p red ic-
' tion of sch ool su c c e s s, esp e cia lly in the a rea s j
j w hich c a ll m ore h eavily on verb al in tellig en ce. j
(Dunn, 1965, p. 33). j
30
One could rea so n from th is that through treatin g the student1 s
hearing vocabulary in the c la ssr o o m , one should expect a change in
the student’s p red icted le v e l of s u c c e s s . F o r th is rea so n hearing
vocabulary as m ea su red by the PPV T w as se le c te d a s a variab le for
study h e r e.
S everal stu d ies supported the idea that the PPVT w as a
relia b le m ea su re of h earin g vocabulary. B urdoff and P u rseg lo v e
(1963) u sin g alternate fo rm s of the PPV T on 46 in stitu tion alized 16
to 18 y e a r old reta rd a tes found a high co rrela tio n , r = . 85, betw een
the m en tal ag es on alternate form s given a m onth apart. T his
would su ggest that m ental age as m ea su red by alternate form s of
\ '
the PPV T did not vary e x ten siv ely .
A nother study by Dunn and B rooks (1960) rev ea led a sim i-
: la rly high co rrela tio n (r = .8 3 ) betw een altern ate form s of the P PV T .
j M ental age s c o r e s w ere c o rrela ted . The S s w ere 371 educable" <
I
m en tally retard ed pupils ranging in age from 6 - 5 to 18 - 0 y e a r s. j
The altern ate fo rm s w ere given one w eek apart in a counterbalanced
exp erim en tal d esign . I. Q. s c o r e s for th e se sam e Ss did not rem ain
so w e ll c o rrela ted (r = .6 1 ) probably due to attenuation at the low
| j
i end of the I. Q. sc a le .
; I
■ U sing a counterbalanced d esign for altern ate fo rm s, su b- j
J je c ts and exam in ers, Dunn and H arley (1959), obtained a
I ;
1 Spearm an 1 s Rho = . 97 betw een form s A and B of the PPV T . T h e____I
31
su b jects w ere cereb ra l p a lsied children with a g es ranging from 7 - 1
to 16 - 2 while the te s ts w ere ad m in istered a w eek apart.
When tea ch ers train ed to ad m in ister the PPV T adm in istered
it to 220 trainable m ental reta rd a tes, Dunn and H ottel (1961) found
that th ese tea c h e rs got fa irly reliab le r e su lts. U sing a counter
balanced experim en tal d esign , th ese in v estig a to rs determ ined that a
high correlation , r = . 84, betw een alternate form s of the PPVT w as
i
obtained under such conditions. j
| |
D eaf children (n = 150) from age 6 to age 20 w ere given both j
fo rm s of the PPV T by H edger (1964). C ounterbalanced w ere the
fo rm s and m ethod of p resen tation (oral v e r su s w ritten). An r = . 80
betw een raw sc o r e s w as obtained. T h is m ight have been even
high er had the te st been p resen ted only in w riting.
| A high correlation , r = .8 6 , betw een I. Q. sc o r e s on form s
|
j A and B w as obtained for 62 m entally retard ed p u p ils, ages 10 - 5 to
, 15- 8 y e a r s w ith I. Q. s ranging from 40 - 62. In th is study
' i
I !
K im b rell (1960) used a design counterbalancing the alternate form s
of the PPV T w ith su bjects who resid ed in a state fa cility for the
m en tally retarded.
Moed, W right and Jam es (1963) a lso found a high co rrela tio n j
I j
i (r = . 88) betw een I.Q . s on alternate PPV T fo rm s. P o st-te stin g
!
j
took place a fu ll year after p r e -te st. Subjects w ere 29 h osp italized j
32
crippled children. H ere w as evidence that the PPV T s c o r e s for
child ren in a som ewhat r e str ic te d environm ental settin g rem ained
r ela tiv ely stable.
F ifty-one educable m en tally retard ates w ere p r e -te ste d in
1960 and p o st-teste d again in 1962. A co rrela tio n of . 54 betw een
pre- and p o st-te st s c o r e s w as obtained in th is study by M oss (1962).
The su b jects were en rolled in regu lar c la s s e s and betw een 6 and 8
y e a rs of age at the tim e of the fir st te stin g . T h is study gave e v i
dence of the stab ility o v e r tim e of PPVT I. Q. s c o r e s .
Regarding the equivalence of PPV T form s A and B , N o rris,
H ottel and B rooks (1960) did a study which su ggested that form A
was r e la tiv e ly equivalent to form B. T hey gave altern ate form s to
60 fifth grade children in counterbalanced order. Not only was
I
there no significant differen ce betw een the form of the te s t used or j
|
the ord er of presen tation but the p ractice effect of taking one for j
| i
i two days after the fir s t form averaged out to be only one point. !
I
| Supporting evid en ce for equivalence of form w as generated
i
by Shaw’s (1961) r e se a r c h w ith sch izop h ren ics. A high co rrela tio n !
(r = .8 7 ) w as obtained betw een alternate fo rm s. The su bjects w ere
| 70 n on -b rain injured sch izop h ren ics.
! i
' i
; In sum m ary, am ple evidence in the form of sy stem a tic j
! |
! r ese a rc h findings su ggested that the PPV T m ay be con sid ered a
fairly reliab le t o o l . _____ j
33
The next question to be con sid ered w as one of valid ity. The
r e se a r c h to be cited r efer r ed to th ree ty p es of v a lid ity --co n g ru en t,
concurrent and p red ictiv e.
Dunn defined th e se te r m s as follow s: "'Congruent' valid ity is
defined a s the extent to which PPV T s c o r e s com pare with sc o r e s on
other vocabulary and in tellig en ce t e s t s . 1 1 (Dunn, 1965, p. 33).
"'Concurrent' va lid ity is defined as the extent to which PPV T sc o r e s
i i
I co rrela te p o sitiv e ly with m e a su r e s of sch o la stic ach ievem en t."
I
(Dunn, 1965, p. 41). "'P redictive' valid ity is defined a s the extent
to w hich PPV T s c o r e s p red ict sch ool achievem en t s c o r e s obtained
i
i
som e tim e after the PPV T is given. (Dunn, 1965, p. 41).
F orty m en tally retard ed child ren w ere separated into two
groups (n = 20) of high and low p e r c e iv e r s by A llen , Haupt and Jones
I (1964) who u tilized the F r o stig D evelop m ental T e st of V isu al Percep-j
I tion . A ll su b jects w ere given the W ech sler In telligen ce Scale for ;
' !
i C hildren, WISC, and the P P V T . C om p arison s betw een the high and
i
low p e r c e iv e r s on the b a sis of full sca le I.Q . s w ere m ade. The j
|
! I. Q. s derived from the PPV T tended to be higher than th ose
generated from the WISC. W hether th is m ay be interp reted a s a
| built in over estim a tio n of the PPV T or a built in u n derestim ation of
the WISC rem ain ed a m oot question. That both instrum ents w ere j
i
I
able to d iscrim in ate high and low ach ieving educable m ental reta rd s ;
j
su ggested that both in stru m en ts w ere tapping sim ila r a b ilitie s. j
34
Budoff and P u rseg lo v e (1963) studied forty-six in stitu tion
a lized 16 to 18 y ea r old m ental reta rd a tes. The PPVT (form A or
B) and the Stanford-B inet (form L or LM) w ere given in a cou n ter
balanced order with the two alternate fo rm s given a m onth la ter .
Congruent validity co efficien ts ranging from . 83 to . 88 w ere obtained,
The PPV T M .A . s c o r e s w ere approxim ately 8 .1 m onths below
th ose derived from the S -B . A gain, the in feren ce m ay be drawn that
1 ' I
the PPVT and Stanford-B inet m ay m ea su re sim ila r attrib u tes.
High congruent valid ity co efficien ts did not appear in
B u rn ett's (1965) study of 283 m en tal r eta rd a tes. In th is c a se m en tal
I
age w as not used a s a m ea su re. I. Q. w as the m ea su re. Congruent
valid ity co efficien ts betw een the PPV T and S -B and the PPV T and
W ech sler-B ellv u e In telligen ce Scale w hich had been given up to ten
i
| y e a r s e a r lie r , ranged from . 27 to . 64. A reduced congruent
; i
i ;
j valid ity coefficien t could have resu lted from the fact that the I. Q. s ;
i i
! • I
j of the m ental reta rd a tes clu stered around the low end of the I. Q. j
! I
| sc a le . T h is attenuation would reduce the m agnitude of a co rrela tio n
co efficien t. Raw sc o r e -m e a su r e s m ay have resu lted in higher
co rrela tio n co efficien t.
T em pero and Ivanoff (1960) u sed the PPV T fo rm s A and B,
| the H enm on-N elson T e st of M ental A b ility, the C alifornia T est of j
! M ental M aturity and the C aliforn ia A chievem en t T est in a con cu r-
i
i ~ rent_validity_sludy_ Subject s__w^re„150__seventh_grade_students._„_The_i
35
H enm on-N elson T est of M ental A b ility produced congruent c o r r e la
tion c o efficien ts of . 64 with form A of the PPV T and . 61 with form
B . The C aliforn ia T e st of M ental M aturity yield ed congruent valid ity
c o efficien ts of . 57 with form A of the PPV T and . 58 with form B.
C oncurrent valid ity c o efficien ts with the C aliforn ia A ch iev e-
em tn T e st su b tests ranged from . 41 to . 63. Such c o rr ela tio n s w ere
not so low as to discount the fact that a sign ifican t relation sh ip
ex isted nor so high a s to conclude that the PPV T and achievem ent
te s ts w ere m easu rin g the sam e a b ilitie s. The r e se a r c h did lend
cred en ce to the notion that s c o r e s on the PPV T w ere related to
school achievem en t.
| P red ictiv e valid ity stu d ies with the PPVT w ere not as co m -
I
m on as th ose yield in g congruent and concurrent r e su lts. K laus and
Starke (1964) produced one such effort. The M etropolitan A c h ie v e -
!
t
i m ent T est w as ad m in istered approxim ately at the end of the sch ool
y ear to 270. grade one child ren who had been p r e -te ste d with the PPVT
p rior to beginning grade one. P red ictiv e valid ity co efficien ts b e
tw een Peabody raw s c o r e s and s c o r e s on the Word K nowledge,
Word D iscrim in ation , and Reading su b tests of the M etropolitan
A chievem ent T e st ranged from . 35 to . 39. Although low , th ese
co rrela tio n c o efficien ts w ere sign ifican t.
In another study dealing w ith the pred ictive valid ity of the
PPV T , M oss (1962) found co rrela tio n s of .2 2 betw een the P PV T and
36
Reading A chievem ent a s m easu red by the M etropolitan A chievem en t
T e st. A p red ictive valid ity coefficien t of . 43 betw een the PPV T and
A rith m etic A chievem ent on the M etropolitan A chievem en t T est w as
a lso found. T h ese co efficien ts lik e th o se in the K laus study w ere
significant but low . j
R eferring to th ese two stu d ies in the PPV T m anual, Dunn
su ggested the follow ing:
I
W hile p o sitiv e, th ese valu es are low . Both i
th ese stu d ies w ere conducted on children at the
beginning sta g es of reading and other su b jects.
H ere v isu a l d iscrim in ation and other fa cto rs are
probably m ore im portant than h earin g vocabulary
in predicting sch ool s u c c e s s . (Dunn, 1965, pp. 41 -4 2 ).
W hile the PPV T did not p red ict school s u c c e s s w ith high
m agnitude, it, n e v e r th e le ss, w as p o sitiv e ly and sign ifican tly
| rela ted to sch ool achievem en t. Congruent and concurrent valid ity j
I
; i
; co efficien ts w ere h igh er. S everal stu d ies repeatedly rev ea led high !
i '
i .
| relia b ility . The PPV T did m easu re h earin g vocabulary which w as i
! am enable to treatm ent through p rescrip tio n by ed u cators. For
th e se reason s it w as se lec ted for u se in th is study.
i
Entry S k ills
A very new te s t w as se lec ted to m easu re the E ntry S k ills j
i
variab le. P ublished in 1967, it w as c a lled the P re sc h o o l Inventory, j
37
(C aldw ell, 1967). Of in terest w ere the tech n iq u es u sed to develop
the te st and the prob lem s w hich occu rred in the creation of th is
instru m en t.
The im petus which in itiated the em erg en ce of the P re sc h o o l
Inventory w as a clam or by th ose in headstart p rogram s for evalu a
tion . No p sy ch o lo g ica l in stru m en ts available in the late spring of
1965 seem ed to be sa tisfa c to ry to m easu re the effect of a six w eek
i
educational ex p erien ce on ch ild ren of divergent cultural background, j
J
T he author of the te s t stated the rather stringent dem ands w hich j
I
I
focu sed h er attention tow ard the m anufacturing of the new instrum ent j
|
a s follow s:
A m easu re of b a sic in tellig en ce w as not in any
se n se the goal, although it would be naive to
j a ssu m e that any such index of ach ievem en ts
| would not be to som e extent correlated with J
! p erform an ce on in te llig en ce te s ts . N or w as i
| th ere any concern w ith the developm ent of a j
j s o -c a lle d c u ltu r e -fa ir te s t. It w as taken for - •
i granted at the outset that the culture in the i
i ch ild 's preced in g y e a r s had not been en tirely j
j fa ir and that what w as needed w as not a p ro- !
I cedure that would attem pt to rem ove th is un-
i fa ir n e ss but one that would perm it it to show
j in a ll its blatancy. A lso it w as con sid ered to
J be e x trem ely im portant to dem onstrate that
J the child from le s s favorable background w as
j actu ally functioning at a d eficit at the tim e he
! began school; th is d eficit had been assu m ed but
not substantiated on a la rg e sc a le . Then,
fin ally but by no m ean s le a s t, it w as con sid ered j
im portant to develop a procedure that could be j
u sed on a b efore - after b a s is and be availab le j
a s one index of achievem en t a sso cia ted with head i
! _________ sta r t (C aldw_ell,_ 19 _ 6 7.,_p._ 1)._______ >
38
T hus, it w as required of C aldw ell to produce an instrum ent
which would:
1. Show the e ffe c ts of a Head Start program on culturally
divergent child ren.
2. Illum inate a r ea s of strength or w eak n ess which the non
m iddle m ajority child brought with him to school.
C ertain p r a ctica l r e str ic tio n s had to be con sid ered in producing th is
te s t. To quote the author, they w ere th ese:
T hus, any inventory that m ight em erg e had to
p o s s e s s the v irtu es, questionable though they
m ay be, of e a s y -to -le a m adm in istration, no I
exp en sive equipm ent, a m inim um of open ended
q u estion s req uiring su b jective interp retation ,
and a scorin g sy stem that could be e a sily and
quickly com p uterized for data reduction and
a n a ly se s. And, m o st im portant of a ll, it had
to be put togeth er in approxim ately two w e e k s !
(C aldw ell, 1967, p. 2).
i
! The frenzy with which C aldw ell m ust have worked to m eet th ese j
j |
! dem ands did not appear to have d etrim en tally affected h er inventory, j
[ I
j It w as decided to develop a m easu re of educational a ch iev e- j
| m ent rather than a m ea su re of p sych ological ab ility. K indergarten '
cu rricu lu m m anuals w ere exam ined to a s s e s s what sk ills w ere
assu m ed to e x ist in ch ild ren exp erien cin g th eir fir s t year of school
I
room a c tiv itie s. A lso , from p rior exp erien ce in ob servin g at the |
i
n u rsery sch ool le v e l, a r ea s of d eficit w ere noted that seem ed to
j req uire a great deal of com p en satory effort on the part of te a c h e r s, j
39
From th is p relim in ary sam pling of b eh avior, it w as decided that the
follow ing a r e a s of p erform ance w ere im portant to m easu re:
1. b a sic inform ation and vocabulary
2. num ber concepts and ordination
3. con cep ts of siz e , shape, m otion and co lo r
4. con cep ts of tim e , object c la s s and so c ia l function
5. v isu a l-m o to r perform an ce
6. ab ility to follow in stru ction s
7. independence and se lf-h e lp
T o m ea su re th ese a r e a s of a young ch ild 's developm ent, 161
item s w ere a ssem b led into a p relim in a ry b attery. T h ese ite m s w ere
focu sed at a p resch o o l le v e l and the b attery w as ca lled the P re sc h o o l
A chievem en t Inventory. T rained ex a m in ers (candidates for
I
i
; advanced d e g r ee s in psych ology) field te ste d the P r e sc h o o l A c h ie v e-
i m ent Inventory w ith potential Head Start ch ild ren from New York j
i |
City, B a ltim o re, C hicago, L o s A n g ele s, an Indian R eserv a tio n in j
!
North Dakota, ru ral a rea s of M ississip p i, and S yracu se. The j
i
- !
exam in ers con ferred after ad m in isterin g the te s t in order to gen
erate recom m en d ation s regard in g te s t form at and item addition or
I
deletion. C oncerning the m e r its of th is con feren ce, the author j
states: "At th is m eetin g a num ber of undoubtedly helpful changes j
i
w ere m ade in the form at of the in stru m en t." (C aldw ell, 1967, p. 7). |
40
S ta tistic a l a n a ly ses w ere applied to a sam p le of 311 te s t
b ook lets. U sin g the Spearm an-B row n form ula to c o rr ec t for length,
a sp lit h a lf-relia b ility co efficien t yield ed a c o rrela tio n of .9 7 . With
such a high r e lia b ility co efficien t C aldw ell w as ju stified in rea so n
ing that a reduction in the num ber of item s would not produce a s ig
nificant lo s s in inform ation.
An item a n a ly sis w as p erform ed to determ in e the percentage
of ch ild ren p a ssin g each individual item on the inventory. A lso ,
t
h is e r ia l c o rr ela tio n s betw een item s p assed or failed and to ta l te s t
s c o r e s w ere com puted. A rm ed w ith th is inform ation, the author j
|
|
w as enabled to refin e the te s t by d iscarding ite m s w hich d is c r im i
nated poorly.
The te s t item s w ere a rb itra rily grouped into 20 lo g ic a l units
j ■ j
I for the purpose of factor a n a ly sis. U sing a p rin cip al com ponent
i .
| ;
i factor a n a ly sis, four fa cto r s w ere extracted with a latent root '
j grea ter than 1. 0. T h ese four fa cto rs w ere then rotated using the j
l ■ I
V erim ax c riter io n so that the fa cto rs could b e m ore e a sily defined.
A d escrip tion of the four fa cto rs is cited below :
F actor 1. Concept A ctivation . T his i s the factor
that accounted for the g rea test amount of com m on
v a ria n ce. The con cep ts involved se e m to r ep resen t
tw o m ajor ca te g o rie s: ordinal or n u m erica l r e la
tio n s, and se n so ry attrib utes such a s form , c o lo r, i
siz e , shape, and m otion. The activation in v o lv es j
i b ein g able to c a ll on esta b lish ed concep ts to d escrib e j
or com pare attrib u tes (relatin g shapes to ob jects, j
c o lo r -n a m e s to ob jects or events) or to execu te
m o to rica lly som e kind of spatial concept (rep ro
duction of geom etric d esig n s or draw ing the
human figu re). High s c o r e s on th is factor involve
b ein g able to la b el quantities ('How many' q u estion s),
to m ake judgm ents of m o re or le s s , to reco g n ize
seria ted p o sitio n s (fir st, la st, m idd le), to be aware
of certa in sen so ry attrib u tes (shape, s iz e , m otion,
co lo r), and to be able to execute c er ta in v isu a l-
m otor configurations (geom etric fo rm s, D ra w -a -
Man).
F actor 2. Independent A ction . The group of 13 item s
rep resen tin g the ab ility of the child to take independent
action in the a r ea s of d ressin g , keeping clean , and
m oving about the neighborhood seem on the su rface to
ca rry the m eaning of th is factor. At fir s t th e alm ost
equally high loading of the item s involving drawing a
lin e from one object to another in resp o n se to a verbal
req u est se e m s difficult to interp ret. H ow ever, su c c e s s
on both ty p es of ite m s req u ires com p reh en sion of
sim p le w ords lik ely to be in the c h ild 's everyday vocabu
la r y plus the ability to act independently. T hus, a l
though the factor ap p ears to be la r g e ly a p ra ctica l one
(a s the item s w ere intended to be), it is not devoid of
cogn itive content. It i s p o ssib le that the c lu sterin g of
th e se tw o u n its is due in part to the fa ct that a ll six
ite m s in Unit R (Draw a line fr o m t o )
w ere too e a sy for m o st of the ch ild ren , with percent
p a ssin g ranging from 83 to 95 for the entire sam p le.
F actor 3. P e r so n a l-S o c ia l R esp o n siv en ess. T h is
factor app ears to in volve knowledge about the ch ild 's
own p erson al w orld (nam e, ad d ress, p arts of body,
frien d s) and h is ab ility to estab lish rapport with and
respond to the com m unications of another p erson
(carryin g out sim p le and com p licated v erb a l in stru c
tio n s given by an adult). P erhaps m o re than any other
factor, it r ep re sen ts the type of em in en tly p ra ctica l
a b ility which the Inventory w as origin ally design ed to
a s s e s s .
F actor 4. A sso c ia tiv e V ocabulary. T h is factor
req u ire s the ab ility to dem onstrate a w a r en ess of
42
the connotation of a word by carryin g out som e
action or by a sso cia tin g to certain in trin sic
q u alities of the underlying verb al concept. Item
units having high loadings include sim p le lab elin g
of geom etric fig u r es, supplying verbal or g estu ra l
la b e ls for certain functions, action s, even ts, and
tim e seq u en ces, and being able to d escrib e verb ally
the e sse n tia l c h a r a c te r istic s of certain so c ia l r o le s.
It is of in terest to note that many of the sp ec ific
d e ficits frequently attributed to cu lturally deprived
child ren c lu ste r in th is factor. (C aldw ell, 1967,
pp. 17-18).
The item a n a ly sis and factor a n a ly sis w ere u tilized to
r e v ise the instrum ent. F actor 2 w as elim in ated altogeth er. T h is
factor w as rep resen ted by the sm a lle st num ber of lo g ic a l un its and
depended on obtaining inform ation from outside the te stin g situation.
The th ree rem aining fa cto rs w ere retained u sin g item s of
j varied difficulty which had high b is e r ia l c o rr ela tio n s with the total
scb re and which, through exam in er ex p erien ce, w ere found to be }
I
I appealing and in terestin g to child ren. F actor 1 (concept activation) j
! t
I , ' I
'w as given double rep resen tation owing to the fact that it had the
g rea test num ber of lo g ic a l units and that it accounted for the g rea test
: amount of varian ce. F actor 1 a lso appeared to be com posed of two
!
subfactors: nu m erical and n on -n u m erical con cep ts. The te s t, then,
w as designed to m easu re three factors: P er so n a l-S o c ia l R esp on-
j siv e n e ss, A sso c ia tiv e V ocabulary and Concept A ctivation. Concept j
; I
j
A ctivation w as divided into two su b c a teg o r ies--N u m e rica l and j
43
S en sory. The c a te g o rie s m easu red by the new P re sc h o o l Inventory
w ere liste d a s follow s:
P erso n a l S o cia l R esp o n siv en ess
A sso c ia tiv e V ocabulary
Concept A ctiv a tio n --N u m erica l
Concept A ctiv a tio n --S en so ry .
! The P resch o o l Inventory w as reduced to 85 item s taking no
m ore than 15 m inutes to ad m in ister. On the origin al stan d ard iza
tion sam ple of 171 children the co rrela tio n betw een the lon ger and
sh orter v e r sio n s w as . 98. S p lit-h a lf relia b ility of the shortened
v e r sio n corrected by the Spearm an-B row n form ula rem ained .9 5 .
N orm s for m iddle and low er c la s s groups have been
developed. Inform ation about the fa cto r s which seem ed to be
I
I m easu red by th is instrum ent seem ed to be educationally relevan t. j
; The form at w as attra ctiv e. It took only about 20 m in u tes to j
! ad m in ister and it w as e a sily sc o re d . i
!
i The other instrum ent em ployed to a s s e s s the Entry Skill
va ria b les in th is study w as ca lled the Southw estern C ooperative
Educational L aboratory Child Interview Scale and T e st Inform ation
i
j
j Sh eets (SWCEL S c a le ). T his instrum ent w as a ssem b led u sin g a j
i I
j v a riety of techn iqu es su ggested by p eru sin g variou s t e s ts deem ed j
appropriate for the cu lturally divergent fir st grad er. Since 5 to 6 j
y ea r old cu lturally divergent child ren w ere to resp ond to them , the
ite m s could not be too difficu lt.
In strum ents eh osen had to m eet the follow ing c r ite r ia ;
1. S im p licity. The su b jects had to be able to p a ss som e of i
the ite m s.
2. In terest. The te s t item s had to have enough inherent
; in te r e st so that they would n eith er bore nor o verly ch allen ge the i
! ;
i ;
i P ueblo, S p an ish -A m erican and N avajo ch ild ren studied. |
i
3. F ace V alidity. The ite m s had to appear a s though they
m ea su red what they purported to m ea su re.
i
4. E a sily ad m in istered . The ite m s had to be such that,
j w ith r e la tiv e ly little ex p erien ce, an exam in er could a d m in ister
i
j th em . C ostly equipm ent w as to be avoided. C om plicated s e ts of
i ' •
I . !
i ob servation s w ere sim ila r ly to be avoided.
j t
! '
5. Of Short D uration. The length of tim e req u ired to
' ■ i
i ad m in ister the entire te s t should be short enough to avoid tirin g the !
! . |
j child. j
i i
! ' !
| 6. C ulturally Bland. The ite m s, though not cu ltu r e-fa ir,
should be such that bilingual, cu ltu rally divergent child ren should
i
i
be able to respond to th em . j
I
7. E ducationally R elevant. U sing inform ation derived from j
the ad m in istration of th is instrum ent, sch ool p erson n el would be j
45
able to a lter the p resen tation of educational m a ter ia ls in such a way
as to fa cilita te pupil learning.
It w as r ea liz ed that th is w as not a standardized te s t. It had
no r elia b ility nor valid ity stu d ies to support it. No age norm s w ere
availab le. Item difficulty w as not a s s e s s e d . N e v e r th e le ss, th ere
w as such a dearth of t e s ts con sid ered appropriate for the su bjects
; to be studied, that th is battery w as included with the hope that it
i I
j m ight generate som e relevan t inform ation. j
i i
The fir s t subtest of the SWCEL S cale w as ca lled a te s t of
Num ber R ecep tivity. The Num ber R ecep tivity T e st required the
t
subject to respond to an array of picture sym b ols in an ordinal j
fashion. The subject w as req uested to point to the fir st tr e e , the
second baby, the third bird, e tc . H eilm ann (1961) had su ggested
i
i
' that a knowledge of num ber concep ts m ight be im portant in the j
I developm ent of reading s k ills . The te s t of num ber recep tiv ity w as
j
\ an outgrowth of H eilm ann's su g g estio n s. In e sse n c e the te st
i
i
! required the subject to attend to a question and respond by point to
i |
i an appropriate sym bol which rep resen ted an ordinal num ber con cep t. j
A nother rep eto ire of responding to nu m erical concep ts w as
i
I
i
req uired in the second su b test--N u m b er P rod uctivity. In th is c a se , j
the subject w as required to v erb a lize u sin g cardinal num ber concepts.
| He w as asked how m any b ird s th ere w ere or how m any h o r se s or
1
! how many b ab ies, etc . He w as pr e sented with a v isu a l display______ j
46
containing different num bers of b ir d s, h o r se s, b a b ies, etc. Then,
he w as required to verb ally respond by sayin g tw o, th r ee , four, etc.
The N um ber R eceptivity T e st and the Num ber P rod uctivity
T est had the m e r its of sim p licity , in te re st and face valid ity. They
w ere e a sily ad m in istered , of short duration and w ere culturally
bland. Inform ation derived from th e ir ad m in istration could be used
to fa cilita te changes in in stru ction . C hildren w ith num ber r e c e p -
| tiv ity of productivity sc o r e s could be taught to .a ch iev e m ore highly
along th ese continua.
The Object N am e R ecep tivity and O bject Nam e P rod uctivity
1
su b tests w ere m uch the sam e as the fir st tw o su b tests d iscu sse d
above. On the recep tiv ity subtest the subject w as p resen ted w ith a
v isu a l display of ob jects w hile the exam in er req uired him to point
! to one of them by sayin g '"Show m e the h o rse or car, e t c .” T his
| w as m uch the sam e sort of perform an ce a s would be req uired on the
Peabody P ictu re V ocabulary T e st. On the productivity subtest the
subject w as asked to nam e a s e r ie s of p ic to ria lly d isplayed objects
which w ere design ated by the exam in er. The exam in er would say,
"What is th is? " and the subject could respond appropriately the
proper nam e such a s "car, " "pencil, " e tc . T h is w as m uch the sam e
type of behavior a s that sam pled by the L ee C lark R eading R eadi-
i
i
j n e s s T est (1962).
47
The p icto ria lly displayed ob jects w ere not se le c te d from
eith er the PPV T or the L ee C lark but w ere developed by staff m em
b e r s of the Southw estern C ooperative Educational L aboratory. T h ese
su b tests w ere deem ed equally as adequate as th ose m entioned e a r lie r
for sim ila r r ea so n s. Too, they seem ed to have the advantage of
being much sh orter than the PPVT an d /or Lee C lark.
The Story G eneration subtest w as developed as a m odified v e r
sion of the instrum ent u tilized by W einer and Feldm ann (1963). Of
th eir sto ry tellin g te st th ese authors reported that it w as a m easu re
of "the ch ild 's sk ill in constructin g and te llin g a story from a s e r ie s .
of related p ic tu r e s ." (W einer and Feldm ann, 1963, p. 808). T h is
instrum ent w as concerned with the elicita tio n and a n a ly sis of a 50
word story. The Story G eneration subtest m er ely involved elicitin g
verb al resp o n ses and a sim p le count of how m any w ords the subject !
i :
i em ployed during th is e licite d sp eech . Each subject w as p resen ted a •
j i
set of p ictu res and asked to d escrib e them . The exam in er would j
record every word spoken and count them . The sc o re on th is sub
te s t w as derived from counting the num ber of w ords ex p ressed by j
|
the subject. j
!
U sing the Wepman Auditory D iscrim in ation T est (1951) as |
a m odel, a m easu re of th is type of d iscrim in ation behavior w as j
i
i
em ployed in the Sound D iscrim in ation su b test. N on sen se sy lla b les '
w ere se lected to be d iscrim in ated . Each pair of n on sen se sy lla b les ;
48
differed ph on em ically. The subject w a s given a c erta in w arm up
period in which to p ra ctice m aking d iscrim in a tio n s and to b ecom e
acquainted w ith the nature of th e task req uired. S corin g w as
accom p lish ed b y counting the num ber of c o rr ec t d iscrim in a tio n s
m ade by the Subject.
The Content C om prehension and R ecall su btest w as one in
which the te s te r read a story to the su b ject. The su bject w as then
scored on the num ber of item s he could r e c a ll. !
i
The C a teg o ries subtest req u ired the subject to c la s s ify j
| w ords rep resen tin g sp ecific ite m s into m ore gen eral c a te g o r ie s. j
i
Such behavior had been m easu red by the Stanford-B inet (1960).
F in ally, the P ictu re B ookA ttending subtest w as given by
p resen tin g the subject with Gergely* s book ca lled The Great B ig F ire
I Engine Book (1966), and counting the num ber of secon d s spent by the j
i j
I subject in p eru sin g the book.
i j
j The SWCEL Scale w as develop ed a s part of the su m m er j
i
a c tiv itie s of the Southw estern C oop erative E ducational L aboratory, j
It w as n ev er intended to be u sed for educationally p r e scr ip tiv e pur
p o se s. The rea so n for its in clu sion in th is study w as for the purpose
of an in itia l field tr ia l and rela tin g it to other, b etter standardized
i
m e a su r e s. A continuing set of a n a ly ses and r e v isio n s w ere planned j
i
to im prove the instrum ent. It i s rep orted in th is study b eca u se it !
I i
I su p p lies supplem entary data. . ___________________ J
49
Item a n a ly sis and factor a n a ly sis lead in g to te s t r ev isio n
w ere deem ed n e c e ss a r y b efore th is instrum ent would y ield w orth
w h ile inform ation. V alid ity stu d ies relatin g a r e v ise d form of th is
instrum ent to ach ievem en t c r ite r ia w ere co n sid ered a s p o ssib le fu
tu re a c tiv itie s.
E nvironm ental P r o c e s s e s
P u r c e ll and H illso n (1964) com m ented on the plight of
belonging to the culture of p overty th is way:
The A m erican dream of upward so c io -ec o n o m ic
m ob ility and the im provem ent of o n e's r ela tiv e p o si
tion in life is not r e a liz e d by la rg e seg m en ts of the
population. S o cia l m ob ility and the good th in gs in
life are la r g e ly d eterm ined for ch ild ren by the p o si
tion or statu s of th e ir p aren ts. (P u r c e ll and H illson ,
1964, p. 179).
j That so c io -ec o n o m ic statu s and so c ia l c la s s r e s tr ic ts the
| educational achievem en t of ch ild ren had been w e ll docum ented by
j
j D avis (1950), W arner and oth ers (1960), H avighurst (1961), and
i
B rookover (1964). C hildren from divergent cu ltu ral backgrounds
have exp erien ced sim ila r d ifficu lties in sch ool achievem en t a ccord
in g to Zintz (1963), B ern stein (1965) and A usubel (1963).
S o cio -eco n o m ic c la s s and cu ltu ral d ivergen ce w ere v a r
ia b le s that affected achievem en t in sch o o l. H ow ever, not m uch in
the way of educational p r e scr ip tio n s could be gen erated from a
knowledge of such v a r ia b le s. It w as hardly lik e ly that anyone in the
50
b u sin e ss of teach in g the cu ltu rally divergent child could do a b etter
job arm ed w ith the knowledge of a ch ild ’s so cio -eco n o m ic c la s s .
Such findings as th ose of Sutton (1961) paved the way tow ard
exam ining the environm ental p r o c e ss v a r ia b le s and th eir e ffe cts on
sch ool achievem en t. She m ade the follow ing statem en ts:
E xaggerated strain in g for ex ce llen ce m ay be
regard ed as pow er over on e's environm ent. A
j pow er hungry individual com pared to an id ea l so c ia l
! b eing r e v e a ls h is true so c ia l index in h is r ela tio n
ship to o th ers. S ocial achievem en t appears to go
with a com bination of unusually com plete adjustm ent
to the group and extraordinary in sigh t.
P arent in te re st and understanding is an active
force in continuous ach ievem en t. O ver-p rotection
and o v e r -so lic ita tio n m ay retard the c h ild 's ego
involvem ent and reduce the le v e l of educational
ach ievem en t. (Sutton, 1961, p. 200).
M ilner (1951) em p hasized the need for understanding the
I nature of the educational handicap which low er so cio -eco n o m ic
i
j
j statu s im posed on the child. She said th is:
I
I
j The answ er would seem to b e, rather, in the
sch ools' recogn ition of the extent and nature of the
I low er c la s s ch ild 's handicap and a s a r e su lt, plan
an appropriate in stru ction al program for its pupils
who are low in lin g u istic sk ills. (M ilner, 1951,
p. 10).
M ilner had found that low er c la s s children lacked lin g u istic s k ills .
She recom m ended studying the p r o c e s s e s in the environm ent which
contributed to the handicapping of low er c la s s child ren.
51
It rem ained for W olf (1964) to sy stem a tica lly define and
m ea su re th ose a sp ec ts of the hom e environm ent w hich w ere
d ir ec tly related to in tellig en ce and in d irectly rela ted to educational
ach ievem en t. W olf put it su ccin ctly th is way: "The cen tra l purpose
of the p resen t study is to exam ine the rela tio n sh ip s betw een var
ia b les in the environm ent, sp ec ific a lly the hom e environm ent, and
' intelligen ce." (W o lf, 1964, p. 1 3 .) j
I
In order to accom p lish th is goal, W olf review ed the lite r a - j
ture and postulated a lis t of environ m en tal p r o c e ss v a r ia b le s and
p r o c e ss c h a r a c te r istic s which w ere p resen ted below :
i
E nvironm ental P r o c e s s V a ria b les
and P r o c e s s C h a ra c ter istic s
A . P r e s s for A ch ievem en t M otivation
1. N ature of In tellectu al exp ectation s of child
! 2. Nature of In tellectu al a sp ira tio n s for child j
3. Amount of inform ation about ch ild 's in te l-
| lectu a l developm ent j
1 4. Nature of rew ard s for in tellectu a l develop -
: m ent. i
B . P r e s s for Language D evelopm ent
1.. E m p h asis on u se of language in a variety
of situation s
2. O pportunities provided for en larging
vocabulary
3. E m p h asis on c o r r e c tn e ss of usage
*4. Q uality of language m o d els available
i *Owing to the d ecisio n to have W olf's s c a le s sco red by
! som eone other than the in terview er, th is sub sc a le w as om itted.
52
C. P ro v isio n s for G eneral Learning
1. O pportunities provided for learning in the hom e
2. O pportunities provided for learning outside the
hom e (excluding school)
3. A vailab ility and encouragem ent of u se of
su p p lies
4. A vailab ility and encouragem ent of u se of
books (including referen ce w orks),
p erio d ica ls and lib rary fa c ilit ie s
5. Nature and amount of a ssista n c e provided to
fa cilita te learn in g in a va riety of situation s.
(W olf, 1964, p. 48).
In order to facilitate the m easurem ent of the above m entioned
lis t of environm ental p r o c e ss v a r ia b le s, W olf decided to define
th e se v a ria b les in te r m s of p r o c e s s c h a r a c te r istic s. U sing a
focu sed in terview technique developm ent by M erton and Kendall
(1946), W olf w as able to reduce p rob lem s of su b jectivity in obtain
ing data w hile at the sam e tim e exam ine predefined environm ental
p r o c e ss c h a r a c te r istic s.
A fter refining h is instrum ent through a sm all sam ple tryout
| and through in spection screen in g, W olf em erged with six ty -th ree
questions which took about an hour to ad m in ister. A copy of th is
j questionnaire is p resen ted in the appendix. The follow ing table w as
one p resen ted by W olf which liste d the environm ental p r o c e ss
v a ria b les, p r o c e ss c h a r a c te r istic s and the question num ber in the
! interview schedule.
53
TABLE II*
ENVIRONMENTAL PROCESS VARIABLES, PROCESS
CHARACTERISTICS AND RELATED QUESTIONS
IN THE INTERVIEW SCHEDULE
Q uestion num ber
E nvironm ental P r o c e s s E nvironm ental P r o c e s s in Interview
V ariab les_________________C h a r a c te r istic s___________ Schedule_________
A. P r e s s for A c h ie v e- A1 N ature of In tellectu al 4, 38, 39, 40,
m ent M otivation exp ectation s of child 43, 53
A2 N ature of In tellectu al 4, 23, 37, 40,
asp ira tio n s for child 41, 42, 43, 53
A3 Am ount of Inform ation 2, 3, 32, 50,
about c h ild 's in te l- 51, 54, 55
lec tu a l developm ent
A4 N ature of rew ard s for 13, 48, 49
in te llec tu a l developm ent
B. P r e s s for Language B1 E m p h asis on u se of 10, 25, 26,
i D evelopm ent language in a v a riety 27, 33
i of situ ation s
i
i
B2 O pportunities provided 18, 25, 26,
i for en largin g vocabu- 28, 29, 34
| la ry
I
j B3 E m p h asis on C o r re ct
n e s s of U sage 18, 34, 35
B4 O m itted
C. P ro v isio n for C l O pportunities provided 10, 12, 15, 17
G eneral L earn in g for learn in g in the hom e 27, 31, 33, 47
C2 O pportunities provided 7, 8, 9, 11,
for learn in g outside 14, 27, 28
the hom e (excluding
sch ool)
*T h is table w as taken d ir ec tly from W olf (1964, p. 55).
54
TABLE II (Continued)
E nvironm ental P r o c e s s E nvironm ental P r o c e s s
V ariab les C h a ra c ter istic s
Q uestion num ber
in Interview
Schedule
C3 A vailab ility and en
couragem ent of u se
of su p p lies
13, 17, 21
C4 A vailab ility and en
couragem ent of use
of books
10, 14, 18,
19, 20
C5 N ature and amount
of a ssista n c e p ro
vided to fa cilita te
learn in g in a variety
of situation s
10, 11, 15, 16,
18, 21, 22, 27,
33, 34, 35, 37
! i
i
A sev en point sca le design ed to rate each of the environm ental,
p r o c e ss c h a r a c te r istic s w as d esign ed . A rm ed w ith th is instrum ent,
W olf w as able to r ela te d ifferen ces in in tellig en ce to d ifferen ces in
i
1 hom e environm ent c h a r a c te r istic s for fifth grade ch ild ren from I
I !
! th ree of W arner's (1960) so c io -ec o n o m ic c la s s le v e ls --u p p e r c la s s j
i i
and upper m iddle, low er m iddle and.upper low er. The in tellig en ce j
|
te s t u sed w as the H en m on-N elson. Though the s c a le s w ere e s s e n - I
!
j tia lly ordinal, W olf found it propitious to sum them for the purpose j
of m ultip le co rrela tio n a l a n a ly sis. In the study d isc u sse d h ere, the
author a lso took the sam e lib erty .
U sin g W olf's technique for m easu rin g environm ental p ro c- j
i !
| e s s v a r ia b le s, H enderson (1967) exam ined what he p redicted would j
55
be tw o different groups of Spanish A m erican ch ild ren in A rizon a.
He p red icted th ese groups would ach ieve at different le v e ls on the
b a s is of th eir p erform an ce on tw o m e a su r e s of in te llig e n c e --th e
Van A lstyn e P ictu re V ocabulary T est and the G oodenough-H arris
D raw ing T e st. T h ose sco rin g high on th e se c riter io n m ea su r es
w ere placed in a different group than th o se sco rin g low . U sing a
m ultiple d iscrim in ate function a n a ly sis on a m od ification of W olf's
j j
J environm ental p r o c e s s v a r ia b le s, H enderson found sep aration s in J
i
groups. T h is su ggested that W olf's sc a le m ight be u sefu l in p r e - j
dieting d ifferen ces am ong cu lturally divergent ch ild ren 's potential j
I i
J for sch ool ach ievem en t. j
In sum m ary, a questionnaire a s s e s s in g c h a r a c te r istic s of
the hom e environm ent w as d evised by W olf. T h ese c h a r a c te r istic s
w ere such that th ey w ere not only related to in tellig en ce but !
| j
| seem ed am enable to m anipulation by sch ool p erson n el through |
1 !
p a ren t-con feren ce tech n iq u es and cou n selin g. A study of the r e la - |
I
tionsh ip betw een th e se environm ental p r o c e ss v a r ia b le s and other j
i
m e a su r e s of behavior of culturally divergent child ren m ight have
proved u sefu l in the developm ent of educational p rogram s for such
child ren. F or th e se r ea so n s it w as se lec ted in th is study.
56
M otivation
M otivation w as the gen eralized title used to denote the w ay
ch ild ren strictu red r ea lity . E xam ining the way cu ltu rally divergent
ch ild ren p erceived th eir environm ent w as of in te re st. A sam pling of
what Snygg and Com bs (1959) would c a ll the phenom enological fie ld of
th e se children w as attem pted. One asp ect of th is sam pling involved
I
the exam ination of how the su b jects approach su c c e s s or avoid fa il- j
i
u re. M cC lelland, A tkinson; C lark, and L ow ell (1953) had developed j
i
i
a fa irly relia b le technique for exam ining a su b ject's m otive to j
I
I ' ' 1
I approach s u c c e s s . The m otive to avoid failu re had been exam ined j
by M andler and Saranson (1952). U sin g item s sim ila r to those
em ployed by M andler and Saranson and W einer, an attem pt w as
m ade h ere to exam ine both the c h ild 's m ode of approaching s u c c e s s ;
| ex p erien ces and avoiding failu re e x p e rien ce s. K nowledge of th is
i i
i asp ect of the su b ject's phenom enological field could lead school
I people to make p rescrip tio n s regarding the way th e child approached j
j
learn in g situ ation s. j
i
Other in v e stig a to rs, W einer (1965, 1966), and W einer and
Rosenbaum (1965) attem pted to pred ict the le v e l of achievem ent
m otivation of su b jects. The construct they w ere exam ining w as
i n eed -ach ievem en t w hich w as an in tern alized d e sir e for s u c c e s s . !
! I
W einer d escrib ed it th is way: j
57
The m otive to approach s u c c e s s is known a s
the need for achievem en t (n-A ch), w hile the m otive
to avoid failu re r ep re sen ts a d isp osition to b ecom e
anxious in ach ievem en t-orien ted situation.
(W einer, 1966, p. 165).
C hildren with high anxiety over the fear of fa ilin g would
benefit from a situation w here encouragem ent w as offered . On the
other hand, child ren with a high n eed -ach ievem en t m otive should
benefit m ore under conditions w here negative feedback regard in g
th eir s u c c e s s e s w as rep orted to them . S p ecifica lly , ch ild ren with
a strong fear-failu re m otive m ight b en efit from tea ch er rea ssu ra n ce
in the c la ssr o o m . C hildren w ith high n eed -ach ievem en t m otivation,
on the other hand, m ight continue to respond and w ork harder in the j
c la ssr o o m if encouragem ent w as w ithheld.
Connected to th ese co n stru cts of n eed-ach ievem en t and the
fea r -fa ilu re m otive w as the L ocus of C ontrol construct of R otter
i |
; (1966). R otter attem pted to explain how an event m ay b e rein forcin g I
| for one lea rn er but not for another. One of the fa cto rs which con - j
tributed to th is discrepancy in rew ard sy ste m s w as the degree to j
i
which an individual p erceiv ed the rew ard a s a resu lt of h is own i
action v e r su s the d egree to w hich the individual felt the rew ard
resu lted from chance. R otter d escrib ed it as follow s:
When a rein forcem en t is p erceiv ed by the Sub- j
ject a s follow ing som e action of h is own but not ■
! being en tirely contingent upon h is action, then, in j
j our culture, it is ty p ica lly p erceiv ed as the r e su lt j
i_________ of_luck,_Jate,„_chance,.„asjundetj;he^control_of ______________
58
pow erful oth ers, or a s unpredictable b eca u se of
the great com p lexity of the fo r c e s surrounding
him . When the event is in terp reted in th is way
by an individual, w e have lab eled th is a b e lie f in
extern al con trol. If the p erson p e r c e iv e s that
the event is contingent upon h is own b ehavior of
h is own r e la tiv e ly perm anent c h a r a c te r istic s, we
have term ed th is a b e lie f in intern al con trol.
(R otter, 1966, p. 1).
L iberty (1965) had found rela tio n sh ip s am ong m e a su r e s of n eed -
ach ievem en t, fe a r -fa ilu r e , lo cu s of con trol, and id en tification with
!
i
p aren ts.
An assum p tion w as m ade that culture in flu en ces the w ay a
subject p e r c e iv e s r e a lity . Kluckhohn (1956) stated it th is way:
; , |
In a ll cu ltu res th ere d evelop s in the child, a
supplem entary sou rce of m otivation tow ards
'good' behavior, a dread of in su lt and p erson al
hu m iliation, of the lo s s of s e lf-r e s p e c t, com bined,
j p erhaps, w ith a p o sitiv e d e sir e for m o ra l p r e stig e
j of rig h teo u sn e ss. (Kluckhohn, 1956, p. 44). :
i The ’’ good" that w as sought after, the dreaded in su lt to be j
j 1
j avoided, a s w ell a s the lo s s of se lf-r e s p e c t w ere a ll determ ined by
the v alu es w ithin the cu ltu re. T h ese v a lu es w ere a ssim ila te d by the j
|
child e a rly in h is developm ent. T h is w as another way of sayin g that j
i
the ch ild ’s view of rea lity w as shaped by the "do's" and "don'ts" he
lea rn ed to incorp orate a s v a lu es.
T hus, in attem pt to chart a portion of the phenom enological
i
field of ch ild ren from divergent cu ltu res, ite m s w hich exam ine
th ese co n stru cts or m otivatin g v a r ia b le s w ere u tilized . It w as
59
reason ed that if culture in flu en ces the w ay people p e r c e iv e , a c e r
tain uniform ity w ithin culture should e x is t. In fact, th ere should be
m ore sim ila r ity am ong people of sim ila r cultural background, than
am ong people of different cultural background.
What w as req uired to exam ine th is line of reason in g em p ir
ic a lly w as a set of m e a su r e s w hich could sam p le behavior along
variou s d im en sion s u sin g su b jects which rep resen ted different c u l
tu ra l sy ste m s. T h is w as in e sse n c e what w as attem pted h ere.
C hildren from N avajo, Pueblo and Spanish A m erican cultural b ack
grounds w ere m easu red along a variety of d im en sion s. T h ese dim en
sio n s w ere not ch osen w ith the hope of m aking a c le a r -c u t discrim ina*-
tion am ong the th ree groups studied. In other w ords, no sy stem a tic
attem pt w as m ade to sep arate the groups on the b a s is of g r o ss d if
fe r e n c e s. F or in stan ce, no such question a s, "What languages do j
i
i
you speak?" w ere asked. Such qu estion s would autom atically |
i
sep arate N avajos from P u eb los and Spanish A m e rica n s. The dim en- j
sio n s w ere se le c te d on the b a sis that they could y ield inform ation !
i
f
w hich would lead to educationally relevan t p r e scr ip tio n s. In th is
w ay, it w as hoped that should d ifferen ces betw een cu ltu res be found,
th e se d ifferen ces could lead to p r e scrip tio n s w hich m ight fa cilita te
the educational attainm ent am ong the ch ild ren of the N avajo, P ueblo
' and Spanish A m erica n s.
60
In sum m ary, item s m easu rin g s e lf-e s te e m , m oth er-fath er
id en tification , rew ard p r e feren ce, lo cu s of con trol and te st sch ool
anxiety w ere se le c te d to m ea su re m otivation. Appendix 6, the
SWCEL q u estion n aire,in clu d es a ll of th e se ite m s.
T able I lis t s the v a r ia b le s d escrib ed and review ed above.
A lso lis te d in T able I are the in stru m en ts u tilized in m easu rin g
! th e se v a r ia b le s.
O perational d efinition s of the v a r ia b le s em ployed in th is
study w ere u sed . When th e se v a r ia b le s--L e a r n in g Style, E n glish
Language, H earing V ocabulary, Entry S k ills, M otivation, and
E nvironm ental P r o c e s s --w e r e u sed in th is text, a ll that w a s m eant
w as r e str ic te d to the m eaning involved in the in stru m en ts w hich w ere
u tiliz ed to m ea su re them .
t
I
A nother way of saying th is , w as that the author w ish ed to
! i
i i
j r e s tr ic t the definition of the above m entioned te r m s to operation s of j
' i
m ea su rem en t. F or exam p le, L earning Style m eant nothing m ore in
th is context than the set of s c o r e s which are derived from th e sub-
i
te s t s c o r e s and total sc o r e of the Illin o is T e st of P sy ch o lin g u istic
A b ility. E n glish Language H earing V ocabulary m eant nothing m ore
in th is context than the perform an ce le v e l attained on the Peabody j
t
i
P ictu re V ocabulary T e st. E ntry S k ills m eant nothing m ore than the j
i
' s c o r e s generated by the P r e sc h o o l Inventory and SWCEL S ca le. !
61
TABLE I
VARIABLE DESIGNATIONS AND
THEIR RESPECTIVE MEASURING INSTRUMENT
V a ria b les Instrum ents*
L earning Style Illin o is T est of P sych olin gu istic
A b ility (ITPA)
E n glish Language Peabody P ictu re V ocabulary
H earing Vocabulary T est (PPV T)
Entry S k ills P resch o o l Inventory
Southw estern C ooperative
Educational Laboratory Child
Interview Scale and T est
Inform ation S h eets (SWCEL Scale)
M otivation Item s related to s e lf-e s te e m ,
m oth er-fath er identification ,
rew ard p referen ce,
lo cu s of control and
te s t /sc h o o l anxiety
E nvironm ental W olf's E nvironm ental P r o c e ss
P r o c e s s C h aracteristic s
Home Interview Q uestionnaire
*A copy of the in stru m en ts liste d are included in
Appendix 6.
62
M otivation m eant nothing m ore than the se t of r e sp o n se s to item s
lis te d under th is variab le in T able I. E nvironm ental p r o c e ss
r e fe r r e d to the c h a r a c te r istic s m easu red along th e tw elv e dim en
sio n s of W olf's Environm ent P r o c e s s C h a r a c te r istic s Q uestion
n a ir e.
A con scien tiou s attem pt w as m ade to s e le c t only th o se v a r
ia b le s w hich had educational relev a n ce a s opposed to other v a ria b les
w ith w hich educators could not e ffe c tiv e ly work.
CHAPTER HI
INCEPTION, STRATEGIES, SUBJECTS,
PROCEDURES, AND DATA ANALYSIS
Inception S trategies
Probably the m ost difficult problem in bringing th is study to
fru ition w as that of getting it started . T he concep tu alizin g of the
study, the form alizin g of p roced u res, the selectin g of in stru m en ts,
the budgeting of ex p en ses, the selectin g of te s t ad m in istrators, the
search in g of litera tu re, the analyzing of data, the syn th esizin g of
r e su lts, a ll w ere e x e r c is e s that paled in difficulty before the
m onum entous ta sk of obtaining the support and p e r m issio n of the
sch ool d istr ic ts involved in th is study.
P erh ap s the rea so n for the reticen ce on the part of the
j
sch ool d istr ict to allow the Southw estern C ooperative Educational !
L aboratory an entree for th is in vestigation w as one or a com bination
of the follow ing reason s:
1. A p rior u n satisfactory relation sh ip with th is L aboratory, j
2. A d istru st of the e sse n tia lly A nglo in v estig a to rs.
3. P a st exp erien ce w ith se v er a l in v estig a to rs in terested in
the culture of the P ueblo and Rural Spanish A m erican who
ignored the school d istrict once they had co llected the
63
64
inform ation th ey sought. T h is w as a sentim ent which w as
e x p r e sse d often.
4. A su sp icion that r esu lts from in vestigation s m ight r ev e a l
inad eq uacies in the p ro fessio n a l quality of certa in educa
to r s in the d istr ict.
5. P o litic a l m achinations am ong variou s elem en ts within the
d istr ict which tended to r e s tr ic t any innovation or behav-
io r which m ight lead to innovation.
i
W hatever the r ea so n s for the r e sis ta n c e to w elcom ing th is
in vestigation , the feelin g w as p resen t. Since the school d istr ict w as
proxim ate to the L aboratory, had the d e sir ed ta rg et populations to
be studied, and had ch ild ren who could benefit from such an in v e sti
gation, inception str a te g ie s w ere developed to e n list the cooperation
| of th is sch ool d istr ict.
i
: B efore any dialogue between the sch ool d istrict and the
i
i L aboratory w as developed on a form al le v e l, inform al prob es b e -
i
tw een Laboratory staff m em b ers and people in the school d istr ict
}
w ere arranged. B a r s w ere frequented and fee lin g s about the educa
tion al sy stem , the lo c a l governm ent sy ste m , the relation sh ip
betw een the lo c a l d istr ic t and the A nglo com m unity w ere ferreted out j
I
by sta ff m em b ers. D isc u ssio n s with sta ff from the U n iversity of
I New M exico and the Bureau of Indian A ffa irs regarding the p o litica l
65
p rob lem s and educational n eed s of th o se in th e target group w ere
held. Inform ation relatin g to a r ea s of h o stility about the A nglo
com m unity and about the L aboratory program w as gleaned.
A rm ed w ith th is inform ation and se v e r a l ca v ea ts about the
i im p o ssib ility of penetrating th is sch ool d istr ict (one statem en t w as j
th is, 'If you can w ork with them , you can w alk on water") step s w ere
j taken to e sta b lish form al dialogue. The superintendent w as con-
!
tacted by telephone. A m eetin g betw een two L aboratory staff m em
b e r s and th ree people rep resen tin g the d istr ict, the superintendent, j
and two a ssista n t superintendents w as arranged. j
I
i
At th is m eetin g a ten tative study p rop osal con sid ered to be ini
no way threatenin g to the d istr ict w as p resen ted . A fter hearing th is
prop osal, th ose rep resen tin g the d istr ict decided that, though it had
m erit, it would have to be con sid ered again at a future date b efore
: any d e c isio n s could be m ade regarding its im plem entation. The j
j m eetin g w as concluded with an invitation to return for m ore d isc u s-
i
| sion. E very attem pt had been m ade on the part of the L aboratory
i I
! staff m em b ers to be as cord ial a s p o ssib le.
i
I
The cord iality m ust have been sen sed . At the second m e e t
ing, w hich took p lace the follow ing w eek, a fr e e r and m ore open
dialogue tran sp ired . The sam e p a r ties with the exception of the
superintendent w ere p resen t. Nothing had b een m entioned b y the
66
L aboratory staff about the cultural, econom ic and educational prob
le m s in the d istr ict. At that m eetin g som e of th e se p rob lem s w ere
broached by the d istrict people. They com plained of the difficulty in
hirin g tea ch ers and keeping them . The d ifficu lty was th reefold : as
a ru ral d istrict it w as hard to attract tea ch ers; the Wages w ere low
and the exp erien ce of w orking w ith Indians led to cultural shock
which eith er led to tea ch er turnover or poor teach in g. E ven though
l
| th is dialogue w as fre er , a d ecisio n to support th e Laboratory
i
proposed study could not be reached. A third m eetin g w as arranged.
A fortnight la ter the third m eetin g was convened. The two
!
| !
L aboratory staff m em b ers, the tw o a ssista n t su perintendents w ere j
p resen t and a lso the d irector of cou n selin g. D ialogue com m enced
read ily. The r ep re sen ta tiv e s of the sch o o l d istr ic t began to j
i d escrib e a plan for p r e -se a so n teach er train in g which they hoped j
| i
; would se n sitiz e both th eir new staff and those w ith exp erien ce
teachin g in the d istrict to the cultural d iffe re n c es in th e ch ild ren of
the area. The L aboratory staff endorsed the sch ool d istr ic t plan
and offered a ssista n c e in the form of fr e e consultant help. It w as j
pointed out that a study of the rela tiv e stren gth s and w eak n ess of the j
cu ltu rally divergent children could provide a b a s is for the p r e
sea so n teach er w orkshop which the sch ool d istr ic t seem ed to want.
i
i T o provide a b a s is for understanding of what kinds of help the j
! I
I L aboratory could m ake ava ila b le, on a consultin g b a s is, to the school
67
d istr ic t, an invitation w as extended to v isit the L aboratory. A fter
se v e r a l telephone c a lls and ten tative postpon em ents, a fourth m e e t
ing w as convened within the next fortnight.
F iv e v isito r s from the sch ool d istr ic t cam e. T hey w ere
shown the L aboratory and introduced to the planning which w as taking
p lace at that tim e . T hey d isc u sse d a r e se a r c h study on the e ffe c ts
I
j of cou n selin g. A ll the data had been c o llected , how ever they w ere
p u zzled about the a n a ly s is of th is data and its interp retation . The
L aboratory p rom ised to help them w ith th is. A w e ll docum ented and
com p lete rep ort w as p resen ted to them including both an a n a ly sis
and in terp retation of the:, r e s u lts . T h is w as another strategy
aim ed at encouraging th is d istr ic t to p erm it the L aboratory to in v e s
tig a te th eir sch ool child ren. j
i
I I
! When they review ed the plans and potential c o st of the in v e s- ;
i I
. i
i tigation ,th ey appeared far m ore in terested in p articipating. How- i
i
e v er , two hu rd les had to be overcom e b efore they would agree to
having the study take p la ce. F ir s t, th ey wanted endorsem en t of the
|
study by the p rin cip a ls, c o u n selo rs and te a c h e r s in the d istr ic t.
Secondly, they wanted th eir lo c a l sch ool board to openly endorse the
study.
I
j
In order to obtain the cooperation of the building p rin cip a ls, |
I a ll of them w ere invited to the L aboratory for an explanation of the
68
study. Then a gen eral m eetin g of a ll sch ool p erson n el w ithin the
d istr ict w as held. Two laboratory staff m em b ers spent over an
hour and a h alf d iscu ssin g the proposed study. R ationale and m ethods
w ere p resen ted . The fact that no one in the d istr ict would be
required to do anything in connection with th is study w as m ade c le a r .
The co st of the study and the p o ssib le b en efits w ere elaborated upon.
Q uestions w ere entertained. F in ally, the tea c h e rs reached a con -
i
cen su s regarding the m e r its of the study which w as vocally e x p r essed .
I
M eanw hile, the L aboratory drew a contract which the su p er- j
I
i
intendent p resen ted at a sch ool board m eetin g. At th is m eetin g the |
i
m e r its and b en efits of the p o ssib le outcom es of th is study w ere
con sid ered . Quick endorsem en t by the sch ool board follow ed. The
| contract w as signed and returned to the L aboratory. A ll that J
I !
| rem ained w as to p roceed with the plan of the study. T h is w as the
! ' )
: !
| inception strategy u tilized to involve one sch ool d istr ict containing j
I !
Pueblo and Rural Spanish child ren. !
I
Gaining approval from the sch ool su p ervised by the Bureau of
Indian A ffa irs ( B .I .A .) proved m uch le s s arduous. A fter an in itia l
con feren ce during which the study plan w as p resen ted and explained,
a m eeting w ith the B. I. A. sch ool p erson n el w as arranged at the j
Pueblo in which the study w as to be conducted. F our L aboratory j
!
; staff m em b ers attended, p resen ted the proposal and entertained i
I
qu estio n s. The study p rop osal m et with what appeared to be great___ !
69
enth u siasm and in te r e st. B efo re leavin g, the L aboratory staff w as
deluged w ith a gam m et of q u estion s a ll r eflec tin g in te re st in doing
anything that m ight help in the educational p r o c e ss of the ch ild ren to
be studied. A firm com m itm ent to provide a ll the inform ation that
could be garnered w as m ade by the L aboratory staff to the B .I . A .
sch ool p erson n el.
j Involving the d istr ic t w hich ca tered to N avajo ch ild ren w as a
m uch le s s taxing p r o c e ss . A m eetin g with the superintendent of the
N avajo sch ool d istr ic t had taken place w ith the d ir ec to r and a ssista n t
d irecto r of the L aboratory. It m e r e ly rem ained for the a ssista n t
L aboratory d irecto r to return to that sch ool d istr ic t, explain the
study plan and obtain agreem en t by contract.
T o fa cilita te th is p r o c e s s a study p rop osal w as w ritten and
! sen t to both sch ool d is tr ic ts . Appendix 1 in clu d es th is p rop osal.
i |
I N o signed r e le a s e s by p aren ts w ere req u ired for the sp e c ia l program
I i
of testin g . The hurdle of startin g the study w as o vercom e. With j
p e r m issio n granted by both sch ool d istr ic ts to exam ine th eir
child ren, the study could p roceed .
!
P ro ced u res
Once p e r m issio n had been granted by the va rio u s sch ool j
l
i d istr ic ts to p roceed w ith the study, plan s had to be m ade to train j
L Jesters,_ ..seleci-su b jects_ a n d .sy stem a tica lly -re co r jiin fo r m a tio n ,______ :
70
A sea rch w as made in the A lbuquerque, New M exico, area
for people with exp erien ce in adm in isterin g p sy ch o lo g ica l te s ts .
F ive t e s te r s w ere found in the area and th ree L aboratory staff’ m em
b e r s w ere se lec ted . An in ten sive four day train in g program w as
developed in order to acquaint the te s te r s with the instrum ents to be
used in th is study and to rea ch agreem ent on ad m in istration p rac
t ic e s so that varian ce attributable to d ifferen ces in te s t ad m in istra
tion could be reduced.
i
j In itially a tele v isio n tape w as prepared, showing the adm in-
I
J
j istr a tio n of the Illin o is T est of P sy ch o lin g u istic A b ility (ITPA). T h is
i
|
tape w as p resen ted to all the te s te r s not only to fa m ilia riz e them
with the m ech an ics of the ITPA but a lso to point out the im portance
j of esta b lish in g rapport, knowing the te s t instrum ent and developing
I i
I a p e r m issiv e yet working atm osp here within the testin g situation. :
i j
i A fter view ing the tape the te s t e r s w ere separated into tw o groups. j
| i
Four of them w ere designated the ITPA group. The other four w ere J
c la s sifie d a s the B attery group.
The ITPA group w ere to ad m in ister the ITPA and the Q u es
tion n aire with item s that sam pled m otivation. The B attery group
w ere to ad m in ister the Peabody P ictu re V ocabulary T e st, the P r e
sch ool Inventory and the E ntry S k ills Q uestionnaire (SWCEL Scale).
71
Four days of train in g w ere se t asid e. On the fir st day in the
m orning a ll te s t e r s view ed the TV ta p e. N ext, they w ere separated
into th eir r e sp e c tiv e groups and given the r e st of the m orning to
study th eir t e s t s . In the afternoon th ey w ere divided into p a ir s,
each giving the other a se t of te s ts . E veryone m et a s a group at
the end of the day to d isc u ss the in stru m en ts. A fter th is d iscu ssio n
| th ey w ere a ssig n ed two ch ild ren for p ractice p u rp o ses. T hey w ere
j to ad m in ister the te s ts the follow ing day.
A rran gem en ts had b een m ade to secu re tw enty child ren in
sum m er H ead Start p rogram s in order to p ra ctice the te s t a d m in is-
I
f '
tration . In return for so m e of the te s t inform ation generated dur- j
I
ing p ra ctice, the Child D evelopm ent P rogram , w hich w as an agency
funded by the O ffice of E con om ic Opportunity, agreed to supply the
i
i
| L aboratory w ith the n e c e ss a r y child ren. T h ese ch ild ren w ere four I
! . !
; y e a r olds of Urban Spanish A m erican and N egro background. i
j
j Though th e se children w ere younger and of different cu ltu ral back
ground than th o se of the ta rg et population, it w as felt that th is j
j |
j ex p erien ce for the te s te r s would prove invaluable.
On the second day of the train in g program each of the te s te r s
tra v elled to the center w h ere th eir r e sp e c tiv e su b jects w ere to be
te ste d . A fter they finish ed testin g , they a ssem b led at the Lab ora- i
i
j I
| to ry to sc o r e th eir te s ts and to d isc u ss p rob lem s. A s would be
72
expected , th eir m ajor p rob lem s stem m ed from an un fam iliarity with
the m ech an ics of te st adm in istration. The second area:of difficulty
rep orted after the fir st testin g s e s s io n involved p rob lem s with te s t
scorin g. It w as with con sid erab le trepidation that the te s te r s
returned to exp erien ce th eir second tr a il of testin g with th ese new
in stru m en ts. That afternoon when they returned to sc o re the t e s t s ,
they appeared to labor under a double fa tig u e --p h y sic a l and em o
tional exhaustion. E fforts w ere m ade to red u ce th eir self-d oub t
through a schedule of repeated and perhaps obvious rein forcem en t.
|
| A pparently th eir anxiety over not p erform ing up to th eir own e x p e c- I
tation s did not in terfere w ith th eir w orking to lea r n the ta sk of b e
com ing com petent w ith th ese new t e s t s . T hey a ll rep orted that they
had spent the evening at hom e restu dying the m anuals. On the third
!
I day of the train in g routine, a confidence in th eir te s t adm inistration !
! j
t sk ills began to e m erg e. When they convened after the m orning te s t- |
i !
j
ing se ssio n , m o st of them rep orted m eetin g with m ore s u c c e s s . j
i
During the sco rin g period they began to d isa g ree and argue about j
t
w hether a certain resp o n se on one te s t or another should be given
cred it. T h is w as in terp reted a s a further sign that fam iliarization
and com petence w as devel oping in th e ir m a stery of the te s ts to be
i
ad m in istered . A fourth exp erien ce at te s t ad m in istration and s c o r - j
I j
j ing which took place during the afternoon of the third day seem ed to
73
esta b lish even m ore confidence in the te s te r s ' a b ilitie s to handle the
ta sk s required of them . It w as during th is period that one of the
B attery te s te r s w as videotaped in h is ad m in istration of the b attery
of te s ts . The follow ing m orning w hile the r e st of the testin g team
w ere com p leting th eir fifth te s t, an ITPA te s te r w as a lso videotaped
in her te st adm in istration p roced u res.
A greem en t on the tech n ica l poin ts of adm inistration and
I
scorin g w as rapidly being reach ed by the end of the fifth te stin g {
exp erien ce which took place during the m orning of the fourth tr a in - !
|
ing day. That afternoon the team sep arated into th eir r esp ectiv e j
I
i
groups— ITPA and B attery— and view ed the videotaped dem onstrations
T hey pointed out sim ila r itie s and d ifferen ces betw een what th ey saw
on video and what they did th e m se lv e s. A g reem en ts w ere reach ed
regarding the p roced u res a ll would u se in ad m in isterin g and sco rin g j
! i
: i
* i
| te s ts . The four train in g days took p lace over the dates betw een i
!
! i
j Septem ber 26, 1967 and Septem ber 29, 1967, in c lu siv e . J
i j
T estin g in the field started on O ctober 2, 1967. The te s t e r s j
w ere a ll ca lled back on O ctober 5, 1967 and O ctober 6, 1967. D ur
ing th ese two days D r. L loyd M. Dunn consulted with the te stin g
team and the L aboratory team . M rs. L eota Dunn, h is w ife,
j
a ssiste d greatly by review in g adm in istration and scorin g p ro ced u res j
i
| a sso cia ted with the Illin o is T e st of P sy ch o lin g u istic A bility (ITPA ).
74
Dr. Dunn su ggested that the te s t sco rin g be review ed by one p erson
after a ll the data had been com p leted. He a lso su ggested a data filin g
sy stem . Both of th e se su g g estio n s w ere m o st appreciated and w ere
adopted. The record in g sy stem involved the data sum m ary sheet
which is included in Appendix 5. No se r io u s changes in the m ethods
of te st adm in istration w ere forthcom ing from the consultation with the
Dunns. H ow ever, it w as decided to m ake som e ch anges in the s c o r
ing of the ITPA e sp e c ia lly on the V ocal Encoding su b test. T h is w as
done. D r. Dunn's m ain contribution to th is study w as his advice in
regard to exp erim en tal d esign . He rein forced the d ecisio n to em ploy
a m u ltip le d iscrim in ation function a n a ly sis to exam ine the m yriad b its
of inform ation which w ere being co llected .
R evitalized by the support and inform ation of the Dunns, the I
t e s t e r s returned to the b u sin e ss of testin g . B y O ctober 26, 1967, a ll J
! i
p sy ch o m etric te stin g w as com p leted. By the end of N ovem ber the j
< i
hom e interview data c o llectio n w as fin ish ed . In order to c o lle c t the
hom e in terview data, in terv iew ers from sch ool d istr ic ts, fa m ilia r
w ith the language and cu sto m s of the lo c a l people w ere h ired and !
i j
fa m ilia rized w ith the interview to o ls. The hom e in te rv iew er s did J
i
I j
!not sc o re the hom e interview s c a le s which they gave. The sco rin g j
j ;
jrem ained under the a e g is of a ra ter who w as train ed for th is task . j
) The p r o c e ss of check in g and tra n sfe rr in g the raw data from |
i
jthe te stin g in stru m en ts to data sh eets p resen ted in Appendix 5 w as
75
accom p lish ed by breaking th is task into four separate p a rts. A
c le r ic a l w orker w as assig n ed to each separate part so that she would
learn the ta sk of checking, tra n sferrin g and record in g fa irly quickly
and a s a resu lt m ake few er e r r o r s. One c le r ic a l w orker worked
only on the id en tification code and the ITPA. A second worked only
on the PPV T and P re sc h o o l Inventory. A third w orked on the SWCEL
Scale and Student Q uestionn aire. The hom e interview rater a lso
record ed the inform ation from the W olf Scale onto the data in form a
tion sh eet. A ll through th is elab orate p r o c e ss design ed to m in im ize
c le r ic a l e r r o r s, the author continuously spot checked to determ ine
if such e r r o r s w ere b eing m ade.
Subjects
i
i
i
The populations sam pled in th is study w ere com posed of
! !
t th ree divergent cultural groups: Navajo, Pueblo and Rural Spanish
! A m erican . Newm an (1968) estim ated the to ta l num ber of Navajo
1
people to be one hundred thousand and the total num ber of P ueblo j
I
people to be tw enty thousand. The num ber of Spanish A m erica n s
according to the 1960 U. S. B ureau of the C ensus report w as e s t i
m ated to be approxim ately six hundred and eighty-eight thousand in
a four state region which included A rizon a, New M exico, Oklahoma,
and W est T ex a s. A schedule of the distribution of r a c ia l population
cha r a c te r istic s is included in Appendix 2. A s has been stated________I
76
e a r lie r , gen era liza tio n s about th e se populations could not be m ade
b ecau se of type of sam p lin g which w as u tilized in th is study.
The Navajo group of children w as com p rised of fiv e to seven
y e a r old b oys and g ir ls who lived in the vicin ity of Sanders, A rizon a,
i
and attended the fir s t grade in a sch ool in that a rea . N avajos r esid e
in a far la r g e r geograp h ical area than that se rv ic ed by the sch o o l
! w here th is study w as undertaken. Though region ality m ight m ake a
differen ce in the variou s b eh a v io rs sam pled h ere, it seem ed a s J
I
though the N avajo ch ild ren studied w ere sim ila r to m ost other |
| N avajo ch ild ren who w ere beginning fir s t grade. A t th is point it j
j should be m entioned that th e sch ool in w hich the study took place w as
a public sch ool with no r esid en tia l fa c ilitie s . N avajo ch ild ren m ay
attend any one of four different kinds of sch ools: public r esid en tia l,
! i
public n o n -resid en tia l, private r esid en tia l and p rivate n o n -r e sid e n -
I
: tia l. The assum p tion w as m ade that th ere w as little d ifferen ce along j
i
j the variou s d im en sion s studied h ere betw een students who attended
i
I
j any one of the four d ifferen t typ es of sc h o o ls. S trictly speaking, i
i |
how ever, the sam p le of N avajo ch ild ren w as not rep resen ta tiv e of all
fir st grade Navajo ch ild ren from a ll reg io n s enterin g a ll kinds of
sch o o ls. F or th is rea so n gen era liza tio n s about N avajo fir st grad ers
m ust be guarded.
, S im ila rly , g en era liza tio n s which sw eep a c r o s s a ll P ueblo
i
{
Lfir-st-graders-m ust_also_b.e_guarded. Z intz_(lM 3)J.ndicated_the_______ !
77
num ber of different P ueblo groups and the variety of different
languages spoken by each group. F igu re 2 illu str a te s th is rela tio n
ship.
The P ueblo groups rep resen ted in th is study w ere the
K ersesa n speaking Santa A na, San F elip e, Santo D om ingo, and
C ochiti and the T iw a speaking Sandia. Succi, et al (1960) pointed j
I
out how strongly language affected culture and b ehavior. Y et, j
i
l
Zintz (1963) pointed out the great sim ila r ity in v a lu es betw een the
different P u eb los. B eca u se th e ir 1 s w as a trad ition -orien ted c u l
tu re, th ere m ay be m ore sim ila r itie s am ong the P ueblo people than
j
am ong Navajo. G eneralization to the to ta l population of a ll P ueblo
ch ild ren should be abandoned in favor of gen era liza tio n s to fir st
grade children of the Santa Ana, San F elip e, Santo Dom ingo, j
i
I C ochiti and Sandia P u eb los. j
I !
I
; The sam e r e str ic tio n s regard in g gen era liza tio n s applied to I
i |
the R ural Spanish group. Of the six hundred eighty-eight thousand
Spanish A m erican s liv in g w ithin the four state region only about
th ree thousand resid ed within the d istr ict studied h e r e. P art of the
population rep resen ted by the C ensus Bureau s ta tistic s m entioned
above m ay be c la s sifie d a s city d w eller s or Urban Spanish A m erica n s.
!
*
T h ose liv in g in ru ral settin g s, on farm s or in sm a ll h am lets and j
j • i
| v illa g e s, had different va lu es, cu sto m s and tra d itio n s. T h eirs j
wouldJhe_a_different cu ltu re. T h erefo re, gen era liza tio n s spreading j
FIGURE 2
AN ILLUSTRATION OF THE VARIETY OF PUEBLO GROUPS AND THE
LANGUAGES SPOKEN BY EACH OF THESE GROUPS
F am ily
B ranches
Language
A ztec-T an oan Zunian K eresan
Tanoan
T ew a Tiw a Towa
U to-A ztecan
Shoshonean
P u e b lo > San Juan T aos
Santa C lara P ic u r is
San H defonzo Sandia
Pojoaque Isleta
Nam be
T esuque
Hano (Hopi)
Jem ez Hopi Zuni A com a
Laguna
Z ia
Santa Ana
San F elip e
Santo Dom ingo
C ochiti
(Z intz, 1963)
— 3
00
79
4 ' f
a c r o s s a ll Spanish A m erica n s could not be m ade on the b a s is of the
sam pling p roced u res em ployed in th is study. Nor could g e n e ra liz a
tio n s about a ll ru ral southw estern Spanish A m erican ch ild ren be
m ade. The six y e a r old fir st grade ch ild ren which w ere random ly
se le c te d from the approxim ately tw o hundred Spanish A m erican
ch ild ren in the ru ral d istr ic t studied m ay be sim ila r to other rural
Spanish fir s t grad ers a c r o s s the Southw est. Y et, sin ce the sam ple
I w as not drawn to r ep resen t a ll ru ral Spanish fir st g ra d ers, g en er
a liza tio n s to th is population cannot be m ade,
j In both the P ueblo and Spanish A m erican groups the child ren
i
i
w ere random ly se le c te d from the to ta l enrollm ent of fir st grad ers i n ;
i
th eir r e sp e c tiv e d is tr ic ts . H ow ever, ev ery child en ro lled and p resen t
in the N avajo sch ool d istr ict took part in th is study.
i
F in ally, the length of tim e req uired to ad m in ister a ll the
i
!
i t e s t s w as approxim ately two h ou rs. In ord er to reduce fatigue, each;
: !
! i
| child w as given the ITPA and m otivation ite m s on one day and the
i
B attery w hich included the P P V T , P r e sc h o o l Inventory and SWCEL
l
S cale on another day. S ix ty -fiv e N avajo, six ty -fiv e R ural Spanish
A m erica n s and se v en ty -fiv e P ueblo ch ild ren w ere origin ally
se le c te d . H ow ever, the sam p le w as reduced b ecau se of m issin g
data to 53 N avajos, 57 P u eb los and 52 R ural Spanish A m erica n s.
' !
| R eason s for reduction in group s iz e due to m issin g data w ere th ese: j
80
1. Home in terv iew s w ere often m isse d b eca u se of reticen ce
on the part of parents to be in terview ed or b eca u se p arents could not
be located .
2. P sy ch o m etric inform ation w as m isse d due to illn e s s in
som e of the su b jects.
T h ese w ere other fa cto rs which r e str ic te d g en era liza tio n s.
A fter the data w as a ssem b led , key punch in stru ction s w ere
developed. A copy of th ese in stru ction s is p resen ted in Appendix 6 .
From th e se in stru ction s the data w as stored on key punch card s
I
w hich w ere again checked for accu racy. At th is point, the data w as
ready for sta tistic a l a n a ly sis.
Data A n a ly sis
i
i
|
i M ajor N ull H ypoth esis I
1 |
i The m ajor nu ll h yp oth esis w as that th ere would be no d iffer- j
ence am ong the Navajo, P ueblo and Rural Spanish A m erican children
along the m ea su r es taken. A m ultiple d iscrim in an t function anal
y sis: w as em ployed to te st th is h yp oth esis. H orst (1966) d escrib ed
the gen eral ca se of m ultiple d iscrim in an t function an alyis a s follow s:
The m ore gen eral c a se for the m ultiple
discrim in an t function m od el in volves not only
se v e r a l or m ore p red ictor or independent a ttr i
b u tes but a lso se v e r a l or m ore c riter io n or j
dependent attrib u tes m easu red in dichotom ous |
te r m s. It should be em p h asized that in the I
81
m ultiple d iscrim in an t function m od el, although
we are gen erally concerned with a problem of
c la ssific a tio n of a sam ple of e n titie s into one of
a num ber of different groups, the only d istin g u ish
in g feature of the data m atrix from that of the
g en era l m u ltip le r e g r e ss io n m odel is that the
c riter io n subm atrix is alw ays dichotom ous.
(H orst, 1966, p. 149).
M inor N ull H ypotheses
S ev era l m inor null h yp oth eses w ere m ade and te ste d through
the u se of a n a ly ses of varian ce. D im en sion s which w ere subjected
to m ultiple d iscrim in an t function a n a ly sis w ere m arked w ith an
a ste r isk . A lis t of th ese m inor nu ll h yp oth eses follow s:
L earning Style:
*1. T h ere would be no d ifferen ces am ong the th ree groups a s
m easu red by the A uditory V ocal A utom atic subtest of the ITPA.
i
j *2. T h ere would be no d ifferen ces am ong the th ree groups asj
| ' j
| m ea su red by the V isu al D ecoding subtest of the ITPA . j
!
*3. T h ere would be no d ifferen ces am ong the th ree groups asj
|
m easu red by the M otor E ncoding subtest of the ITPA. j
*4. T h ere would be no d ifferen ces am ong the th ree groups as
m easu red by the A uditory V ocal A sso c ia tio n su btest of the ITPA.
*5. T h ere would be no d iffe re n c es am ong the th ree groups as
m easu red by the V isu al M otor Sequencing subtest of the ITPA. j
82
*6 . T here would be no d ifferen ces am ong the th ree groups a s
m easu red by the V ocal Encoding su btest of the ITPA .
*7. T h ere would be no d ifferen ces am ong the th ree groups a s
m easu red by the A u d itory-V ocal Sequencing subtest of the IT PA .
*8 . T h ere would be no d ifferen ces am ong the th ree groups a s
m easu red by the V isu al M otor A sso c ia tio n subtest of the ITPA .
*9. T here would be no d ifferen ces am ong the th ree groups a s
m easu red by the A uditory D ecoding su b test of the ITPA .
10. T h ere would be no d ifferen ces am ong the th ree groups a s
m easu red by the F u ll S'cale sc o r e of the IT PA .
i
E n glish Language H earing V ocabulary:
11. T here would be no d ifferen ces am ong the th ree groups a s
m easu red by the C eilin g (num ber of r e sp o n se s attem pted) of the P P V T .
i
| 12. T h ere would be no d ifferen ces am ong the th ree groups asj
| I
m easu red by the num ber of e r r o r s on the P P V T . j
|
*13. T here would be no d ifferen ces am ong the th ree groups asj
m easu red by the raw sco re on the P P V T .
Entry S k ills:
*14. T here would be no d ifferen ces am ong groups as m ea
su red by the P e r so n a l-S o c ia l R esp o n siv en ess subtest of the P r e - j
i j
. sch ool Inventory. j
83
*15. T here would be no d ifferen ces am ong the th ree groups a s
m easu red by the A sso c ia tiv e V ocabulary su btest of the P re sc h o o l
Inventory.
*16. T h ere would be no d iffe re n c es am ong the th ree groups a s
m easu red by the C oncept A ctiv a tio n -N u m erica l su b test of the P r e
sch ool Inventory.
*17. T h ere would be no d iffe re n c es a s m ea su red by the C on-
cept A ctiv a tio n -S en so ry su btest of the P re sc h o o l Inventory.
18. T h ere would be no d ifferen ces am ong the th ree groups as
m easu red by the T otal S core of the P r e sc h o o l Inventory.
19. T h ere would be no d ifferen ces am ong the th ree groups as
m ea su red by the N um ber R ecep tivity su b test of the SWCEL S cale.
20. T here would be no d ifferen ces am ong the th ree groups a s
j m ea su red by the N um ber P rod u ctivity subtest of the SWCEL S cale.
; 21. T h ere would be no d ifferen ces am ong the th ree groups asj
! i
j m easu red by the O bject R ecep tivity su btest of the SWCEL S ca le. j
22. T here would b e no d ifferen ces am ong the th ree groups as
| m easu red by the P ictu re Story A ttending su btest of the SWCEL S cale.
| 23. T h ere would be no d ifferen ces am ong the th ree groups as
m ea su red by the Story G eneration su btest of the SWCEL S ca le. j
i
!
24. T h ere would be no d ifferen ces am ong the th ree groups •
I
■ studied a s m ea su red by the O bject P rod u ctivity su b test of the SWCEL
84
25. T h ere would be no d ifferen ces am ong the th ree groups a s
m easu red by the Sound D iscrim in ation subtest of the SWCEL S ca le.
26. T h ere would be no d ifferen ces am ong the th ree groups a s
m easu red by the Story R eca ll su btest of the SWCEL S cale.
27. T here would be no d ifferen ces am ong the th ree groups a s
m easu red by the C a teg o ries subtest of the SWCEL S cale.
28. T h ere would be no d ifferen ces am ong the th ree groups as
m easu red by the P ictu re Book A ttending subtest of the SWCEL S ca le.
E nvironm ental P r o c e s s C h a ra c ter istic s:
*29. T h ere would be no d ifferen ces am ong the th ree groups on
the A i su b test of the W olf S ca le.
*30. T h ere would be no d ifferen ces am ong the th ree groups on
the A 2 su btest of the W olf S ca le.
i
I *31.. T h ere would be no d ifferen ces am ong the th ree groups on
i the A 3 su btest of the W olf S ca le. |
; I
i
*32. T h ere would be no d ifferen ces am ong the th ree groups on
'
j I
! the A 4 su b test of the W olf S ca le. I
*33. T h ere would be no d ifferen ces am ong the th ree groups on
the B i su btest of the W olf S cale.
*34. T h ere would be no d ifferen ces am ong the th ree groups on
the Bg su b test of the W olf S ca le. j
85
*35. T here would be no d ifferen ces am ong the th ree groups on
the B 3 subtest of the W olf S cale.
*36. T here would be no d ifferen ces am ong the th ree groups on
the su btest of the W olf S ca le.
*37. T here would be no d ifferen ces am ong the th ree groups on
the C2 subtest of the W olf S cale.
*38. T here would be no d ifferen ces am ong the th ree groups on
the C3 subtest of the W olf S cale.
*39. T here would be no d ifferen ces am ong the th ree groups on
the C4 subtest of the W olf S cale.
*40. T here would be no d ifferen ces am ong the th ree groups on
the Cg su btest of the W olf S cale.
M otivation:
*41. T here would be no d ifferen ces am ong the th ree groups J
1
on the T e st /S ch ool A nxiety S cale.
42. T here would be no d ifferen ces am ong the th ree groups
on the S e lf-E ste e m Item num ber 4A.
43. T here would be no d ifferen ces am ong the th ree groups
on the S e lf-E ste e m Item Num ber 4B.
*
!
I
*44. T here would be no d ifferen ces am ong the th ree groups j
i
a s m easu red on the S e lf-E ste e m T otal S core.
86
45. T here would be no d ifferen ces am ong th e th ree groups
on the F ath er Identification item , num ber 5A.
46. T here would be no difference® am ong the th ree groups
on the F ather Identification item , num ber 5B.
*47. T here would be no d ifferen ces am ong the three groups
on the F ath er Identification T otal Score.
48. T here would be no d ifferen ces am ong the th ree groups
on the M other Identification item , num ber 6 A.
49. T here would be no d ifferen ces am ong the th ree groups
on the M other Identification item , num ber 6 B.
*50. T here would be no d ifferen ces am ong the th ree groups
on the M other Identification T otal Score.
*51. T here would be no d ifferen ces am ong the th ree groups
on the M ore Like F ath er v e rsu s More Like M other item .
52. T here would be no d ifferen ces am ong groups on Reward
P r e fer en ce item num ber 9.
53. T here would be no d ifference am ong groups on Reward
P r e fer en ce item num ber 10.
54. T here would be no differen ce am ong groups on Reward
P re fe r e n c e num ber 11.
*55. T here would be no d ifference am ong groups on the
L ocus of C ontrol S ca le.
j *56. T h ere would be no difference am ong groups on the T otal
j R einforcem ent Strategy.
i In order to determ ine whether a ll the su b jects studied could
;
I pred ictab ly be d iscrim in ated into th ree groups on the b a s is of the
i
m e a su r e s which w ere taken, a d iscrim inan t function a n a ly sis w as
em ployed.
The m ultiple d iscrim in an t function a n a ly sis w as com p leted at
!the New M exico State U n iv ersity com puter cen ter u tilizin g the
standard IBM 1130 com puter program . T h is program r e str ic te d the
inum ber of v a r ia b le s to th ir ty -fiv e . Only 33 v a r ia b le s w ere se lec ted
fo r th is a n a ly sis. Though th ere w as co n sid era b le in terest in u sin g
fu ll sca le s c o r e s , th e se w ere om itted b eca u se of the nature of the
d iscrim in an t function p rogram . The m ean T s c o r e s of v a r ia b le s
have been lis te d and graphed in F igu re 3.
T able II r e fle c ts the frequency with w hich a ll the actu al sub
je c ts from the Navajo, P ueblo and R ural Spanish A m erican groups
would fa ll into th e se r e sp e c tiv e c a te g o rie s on the b a sis of a m ultiple
discrim in an t function a n a ly sis which em ployed 33 m e a su r e s.
F o rty -fiv e of the 53 Navajo ch ild ren or 85 percent w ere
a ccu ra tely p redicted to fa ll into the c o rr ec t group on the b a s is of the
33 m e a su r e s. F o rty -th r ee of the 57 P ueblo child ren or 75 p ercen t
w ere a ccu ra tely placed in th e ir co rrect category and 49 out of 52
88
Auditory Vocal A utom atic*
Visual D ecoding.
Motor Encoding
Auditory-Vocal Association *
Visual Motor Sequencing •
Vocal Encoding
Auditory-Vocal Sequencing.
Visual Motor Association
Auditory Decoding •
PPVT: Raw Score1 *
Personal-Social Responsivenessi *.
A ssociative Vocabulary *
Concept ' “ -Numerical •
C oncept Activation-Sensory>.,
Wolf Scales: A 1
Wolf S cales:
Wolf Scales:
Wolf Scales:
Wolf Scales:
Wolf Scales:
Wolf Scales:
Wolf Scales:
Wolf Scales:
Wolf Scales:
Wolf Scales:
Wolf S cales:
Test/School Anxiety Scale
Self-Esteem Total Score
Mother ID: Total
More Like Father vs.
Mother litem 7),
Locus of Control Scale
. Reinforcement Strategy, Total
U V
w
m m
«n 01
( I I ( I I u i
A2
A 3 i* - " -
A4i*
B1i*-«
B2I*~
B 3 * »
0 9
Cl.*..-
m
C2
C3'»
C4'»
C5I*
m i
m:
^ ^
< ..> *■
X - - - . s*
— ■
<
\
s ' m
“ S
V
V
v..
(
J
s
>
significant at or above the .01 level
f s r
S =■
c »
5 < •
15
89
TABLE II
THE RELATIONSHIP BETW EEN ACTUAL PLACEMENT
AND PR EDICTED PLACEM ENT OF NAVAJO, PUEBLO
AND SPANISH FIRST GRADERS AS DETERM INED BY
A M ULTIPLE DISCRIM INANT FUNCTION ANALYSIS
OF EACH SUBJECT ALONG 33 VARIABLES
PRED IC TED CLASSIFICATION
&
s
t E h
< O
P H H
H
n i-h
< < 03
5
U
NAVAJO PUEBLO SPANISH N
NAVAJO 45 7 1 53
PUEBLO 9 43 5 57
SPANISH 0 3 49 52
90
R ural Spanish A m erican ch ild ren or 94 p ercen t w ere a ccu ra tely
c a teg o rized u sin g m ultiple d iscrim in an t function a n a ly sis.
Setting a le v e l of sig n ifica n ce at .0 1 , in order to accept the
n u ll h yp oth eses that such a p red icted p lacem ent could have
o ccu rred by chance, a Chi square w ith 4 d e g r ee s of freed om of
l e s s than 13. 27 would have had to be found. A C hi-square of 197. 2
j w as obtained. T h erefo re, the n u ll h yp oth esis that no d ifferen ces
betw een the th ree groups would be found along any of the d im en sion s
studied w as r ejected .
U sin g a le v e l of confidence se t at . 01, 26 of the 56 null
h yp oth eses w ere r ejected . Each nu ll h yp oth esis w as num bered
above. Of the null h yp oth eses rela tin g to L earning S tyle, num bers
1, 2, 4, 5, 7, 9, and 10 w ere rejec ted . N u ll h y p o th eses which
could not be r ejected included nu m bers 3, 6 and 8 . Of the null
h yp oth eses related to E n glish language H earing V ocabulary, num
b e r s 11 and 13 w ere rejected w h ile num ber 12 could not be r ejected .
The n u ll h yp oth eses rela ted to E ntry S k ills which w ere
rejected included num bers 14, 15, 16, 17, and 18. T h ese null
h yp oth eses stem m ed from m ea su r es generated by the P r e sc h o o l
Inventory. The m ea su r es which em erged from the SWCEL Scale
w hich w as another Entry Sk ill m ea su re provided ten m ore nu ll
h yp oth eses. Only five of th ese null h yp oth eses could be rejected .
T hey w ere num bers 19. 23. 24. 26, and 27. The five rem ain in g____
91
null hyp oth eses stem m in g from m e a su r e s on SWCEL su b tests w ere
num bers 20, 21, 22, 25, and 28. E veryon e of the null hyp oth eses
which reflected m e a su r e s on the W olf S cale w ere r ejected . T h ese
included the null hyp oth eses num bered 29, 30, 31, 32, 33, 34, 35,
36, 37, 38, 39, and 40.
None of the nu ll hyp oth eses rela ted to M otivation could be
rejected . T h ese included th ose num bered from 41 to 56.
The r e su lts are d escrib ed in m ore detail in the rem aind er of
th is chapter.
Sixty-tw o m ea su r es w ere taken on each subject. B ecau se
certa in m e a su r e s w ere not obtained on e v er y subject, the v a ria b les j
which they rep resen ted w ere om itted. T h ese w ere the v a ria b les
w hich w ere om itted owing to m issin g data: SWCEL Child Q uestion-
i
i
naire Book, SWCEL Child Q uestionnaire TV, K laus M em ory for j
! ' !
I j
! D esign T e st and th ree A cq u iescen ce ite m s. B ecau se of future j
i
a n a ly ses which m ight include m issin g data p rogram s, the v a ria b les i
i
w ere ordered from one to six ty -tw o . H ow ever, only 56 v a ria b les |
t
w ere exam ined after a ll v a ria b les w ere screen ed to rule out m issin g j
data.
To allow for graphic com p arison s a T tran sform ation w as
undertaken and the m ean of the T sc o r e s along each variab le for the j
i ■ |
; Navajo, P ueblo and R ural Spanish A m erican groups w as tabulated in j
92
T able in . A s e r ie s of one way a n a ly ses of varian ce w as com puted
and the resu ltan t F sc o r e w as a lso reco rd ed in T able III. A le v e l of
sign ifican ce w as p r e -s e le c te d (alpha = . 01) and sign ifican t F r a tio s
w ere m arked with an a ste r isk .
Two c r ite r ia w ere em ployed to further red u ce the num ber of
v a ria b les. T h ese c r ite r ia w ere, one, that the v a r ia b le s r eflec ted
significant d iffe re n c es accord in g to the a n a ly ses of varian ce and,
tw o, that the v a r ia b le s have in tr in sic in te re st to the in v estig a to r.
J F igu re 3 grap h ically r e p r e se n ts the m ean T s c o r e s a c r o s s
i
i
!
the 33 v a ria b les w hich w ere se le c te d accord in g to the above m en
tioned c r ite r ia . T h ose v a r ia b le s w hich did not sig n ifica n tly !
sep arate the th ree groups but w hich w ere r ep resen ted in F igu re 3
w ere M otor Encoding, V isu al E ncoding, T e st/S c h o o l A nxiety S ca le,
S e lf-E ste e m T otal S co re, F ather Id en tification , M other Id en tifica-
| tion, M ore L ike F ath er v e r su s M ore L ike M other, L ocus of C on-
I ttol S cale, and R einforcem ent Strategy T otal.
F igu re 4 pictured the m ean T s c o r e s of the N avajo, P ueblo
and Spanish A m erican groups along ten v a r ia b le s w hich w ere the
nine su b tests and fu ll sc o re to ta l of the IT PA . T h ese sc o r e s w ere
derived from untransform ed raw data. The N avajo ch ild ren
i
scored lo w er than both the Pueblo and Spanish A m erican groups on j
a ll the su b tests w ith th ree ex cep tio n s. T h eir perform an ce on the
TABLE HI
MEAN T SCORES FOR NAVAJO, PUEBLO , SPANISH AMERICAN CHILDREN
No. N am e F R atios N avajo P ueblo Spanish
1 A uditory V ocal A utom atic 35 .4 4 * 4 3 .3 4 9 .9 5 7 .1
2 V isu al D ecoding 7 .4 2 * 4 6 .0 5 2 .9 51. 0
3 M otor Encoding 2 .9 4 4 7 .4 5 1 .2 51. 5
4 A u d itory-V ocal A sso cia tio n 2 1 .1 6 * 44. 2 50. 8 55. 4
5 V isu al M otor Sequencing 1 1 .5 2 * 5 0 .0 54. 1 4 5 .4
6 V ocal Encoding 2 .8 5 4 7 .4 5 0 .8 5 1 .8
7 A u d itory-V ocal Sequencing 5 .5 4 * 46. 9 5 3 .0 5 0 .1
8 V isu al M otor A sso cia tio n 2 .2 3 4 7 .7 51. 0 51 .3
9 A uditory D ecoding 3 5 .7 1 * 4 3 .5 49. 7 57. 3
1 0 IT PA: F u ll Scale 1 9 .4 2 * 43. 9 5 2 .1 5 4 .1
1 1 PPV T: C eiling 14 .0 9 * 45. 3 50. 0 5 4 .9
CD
GO
♦Significant at the . 01 le v e l
TABLE III - Continued
N o. N am e F R atios N avajo Pueblo Spanish
1 2 PPV T : E r r o r s
13 PPV T: Raw Score
14 P er so n a l-S o c ia l R esp o n siv en ess
15 A sso c ia tiv e Vocabulary
16 Concept A ctivation -N u m erical
17 Concept A ctivation -S en sory
18 C aldw ell: T otal
2 2 Num ber R eceptivity
23 N um ber P rod uctivity
24 Object R eceptivity
25 P ictu re Story Attending
26 Story G eneration
♦Significant at the . 01 le v e l
0 . 62 5 1 .0 5 0 .1 4 8 .9
18.98* 4 4 .7 50. 0 55. 6
1 7 .2 9 * 45. 7 48. 9 55. 9
10.23* 4 3 .9 5 0 .0 5 6 .4
7. 51* 4 6 .1 5 0 .7 5 3 .3
5. 89* 46. 3 5 1 .8 5 1 .8
19 .4 4 * 44. 6 5 0 .1 55. 6
1 3.07* 4 5 .4 5 4 .4 49. 9
4 .3 3 4 6 .8 5 1 .4 5 1 .8
2 .1 5 4 8 .1 49. 9 ' 52 .1
4 .2 8 5 0 .4 4 7 .3 5 2 .7
1 5.78* 4 6 .7 4 7 .8 5 5 .9
C O
TABLE HI - Continued
j
> ~ ■ . _ _ ■ — " ■ — » ' —
i
N o. N am e F R atios N avajo P ueblo Spanish
27 Object P rod uctivity 4 3 .2 2 * 41. 6 5 4 .6 5 3 .7
28 Sound D iscrim in ation 2 .7 5 4 8 .7 4 8 .5 5 3 .1
29 Story R eca ll 1 1 .5 3 * 4 6 .7 4 8 .5 5 5 .1
30 C a teg o ries 8 .4 6 * 46. 3 5 0 .0 53. 9
31 P ictu re Book Attending 1 .2 7 5 1 .7 4 8 .8 4 9 .5
32 W olf S c a le s : A1 7 .5 8 * 4 6 .3 5 0 .4 5 3 .6
33 W olf S ca les: A2 8 . 03* 46. 6 49. 7 5 4 .1
34 W olf S ca les: A3 2 4 .4 7 * 4 3 .3 52. 3 5 4 .5
35 W olf S ca les: A 4 15 .6 6 * 45. 1 50. 0 5 5 .1
36 W olf S cales: B1 58 .0 3 * 4 1 .8 50. 9 5 7 .7
37 W olf S ca les: B2 41. 64* 42. 7 5 0 .4 5 7 .2
38 W olf S ca les: B3 28 .5 3 * 4 4 .7 4 8 .5 5 7 .2
^Significant at the . 01 le v e l
TABLE III - Continued
No. N am e F Ratio Navajo Pueblo Spanish
39 W olf S cales: C l 3 1 .1 0 * 4 3 .5 5 0 .2 56. 6
40 W olf S ca les: C2 1 4.54* 45. 0 50. 3 5 4 .8
41 W olf S ca les: C3 23 .0 4 * 4 4 .3 5 0 .1 5 6 .0
42 W olf S ca les: C4 1 6 .3 1 * 4 4 .8 50. 5 5 5 .0
43 W olf S ca les: C5 2 5 .5 8 * 44. 6 4 9 .2 5 6 .7
44 SWCEL Student Q uestionnaire High
School Item 1. 93 49. 8 4 8 .4 5 2 .1
45 Im m ediate v e r su s D elayed Reward 3. 99 53. 1 47. 9 4 9 .4
i
46 T e st/S c h o o l A nxiety Scale 2 .9 2 52.^3 4 7 .8 5 0 .1
47 S e lf-E ste e m Item #4a 1 .2 3 51. 5 4 8 .5 5 0 .1
48 S e lf-E ste e m Item #4b 1 .7 6 48. 3 50. 0 51. 9
49 S e lf-E ste e m T otal Score 0 .8 2 49. 5 4 9 .2 5 1 .5
50 F ather ID, Item 5a 0 .3 4 4 9 .1 50. 6 5 0 .3
;
.
51 F ather ID, Item 5b
^Significant at the . 01 le v e l
1. 51 48. 6 49. 6 5 1 .8
0 3
TABLE i n - Continued
No. Nam e F Ratio Navajo P ueblo Spanish
52 F ather ID: T otal 1 .7 7 4 8 .1 5 0 .3 51. 7
53 M other ID: Item 6 a 2 .4 9 4 8 .4 4 9 .4 52. 5
54 M other ID: Item 6b 2 .2 9 4 9 .2 48. 6 52. 5
55 M other ID: T otal 3 .8 1 4 8 .4 48. 7 5 3 .1
56 M ore Like F ather v e r su s M other (item 7) 3 .1 6 52. 6 4 7 .9 4 9 .8
57 Reward P re fer en ce (Item 9) 2 . 2 2 47. 6 5 1 .3 5 1 .0
58 R eward P re fer en ce (Item 10) 1. 93 4 8 .0 5 0 .3 5 1 .9
59 Reward P re fer en ce (Item 11) 2 .9 4 4 7 .8 50. 0 52. 5
60 A cq u iescen ce T otal 1. 67 5 2 .0 48. 7 49. 5
61 L ocus of C ontrol 2 .2 6 4 7 .8 5 1 .8 50. 3
62 R einforcem ent Strategy, total 4. 28 4 7 .3 5 0 .0 5 2 .8
CD
A uditory V ocal A u to m a tic - *
V isual D ecoding ^
M otor E ncoding
A u d ito ry -V o c al A s s o c ia tio n •&»
Visual M otor S e q u e n c in g u i
V ocal E ncoding
A u d ito ry -V o c a l S e q u e n c in g
V isu al M o to r A s s o c ia tio n o o
A uditory D ecoding s o
ITPA: Full S c a le ^
Spanish .
C O
o o
[Visual M otor Sequencing su btest w as high er than both the P ueblo and
I
th e Spanish A m erican . A lso , the N avajo appeared to p erfo rm high er
i
, : than the P ueblo but lo w er than the Spanish A m erica n groups on the
i
V isu a l D ecoding, M otor Encoding, A uditory V ocal Sequencing and
V isu a l M otor A sso c ia tio n su b te sts. E xcept for the high er p erfo rm
ance of the N avajo on the V isu al M otor Sequencing su b test, the R ural
Spanish A m erican child ren co n siste n tly sco red h igh er than the other
!two groups.
No t e s t s of sign ifican ce betw een groups on each variab le w ere
attem pted. Only one-w ay a n a ly ses of varian ce w ere com puted along
56 m e a su r e s. A m ultiple d iscrim in an t function a n a ly sis w as run to
exam ine how w e ll the m e a su r e s could sep arate ind ividu als into p r e
dicted c a te g o r ie s. Appendix 7 lis t s the r e su lts of th is a n a ly sis.
A long the su b tests of the P r e sc h o o l Inventory the th ree
groups w ere sep arated m ore c le a r ly . The N avajo group p erform ed
lo w e st. The P ueblo group w ere in the m iddle and the R ural Spanish
A m erican child ren appeared to p erform co n siste n tly h igh er. A
graphic rep resen ta tio n show ing the m ean T s c o r e s a c r o ss the five
v a r ia b le s for the th ree groups is p resen ted in F igu re 5.
The sep aration am ong the th ree groups on the P r e sc h o o l Inven
tory is grap h ically illu stra ted in F igu re 5. Significant r a tio s
Personal-Social Responsiveness
A s s o c ia t iv e V o c ab u la ry
C o n c ep t A c tiv a tio n -N u m e ric a l
C o n c e p t A c tiv a tio n -S e n s o ry
C aldw ell: T o ta l
Navajo
100
101
I
I I
jwere obtained on the P e r so n a l-S o c ia l R esp o n siv en ess, A sso c ia tiv e
; I
V ocabulary, C oncept A c tiv a tio n --N u m e rica l, and Concept A ctivation --;
l i
jSensory su b tests. A sign ifican t F r a tio w as a lso obtained on the to ta l
! . .
!
iscore m easu re of C ald w ell's P r e sc h o o l Inventory. i
i
i It rem ained for W olf's E nvironm ental P r o c e s s Q uestionnaire
i
to cle a rly and sign ifican tly d ifferentiate am ong the th ree groups
studied h ere. F igure 6 graphically r e p r e se n ts the c le a r sep aration
!
jbetween m ean T sc o r e s of the Navajo, Pueblo and Spanish A m erican
fir s t grade b o y s and g ir ls along the tw elve environm ental p r o c e ss
c h a r a c te r istic s.
The m ajor non-standardized te s t u sed h ere w as the SWCEL
S ca le. A n a ly ses of varian ce indicated sign ifican t d iffe re n c es b e
tw een groups in five c a te g o r ie s: N um ber R ecep tivity, Story G enera
tion , Object P rod u ctivity, Story R e ca ll and C a teg o ries. F igu re 7
graphically r e p r e se n ts the overlap betw een the th ree groups on the
SWCEL Scale.
On the Num ber R eceptivity su b test P u eb los w ere h igh er than
the Spanish A m erica n s who w ere h igh er than the N avajos. The d if
fer en ce am ong groups w as sign ifican t. T h is d ifferen ce am ong groups
w as not sign ifican t on the Number P rod u ctivity su btest though the
R ural Spanish A m erica n s w ere high er than the P u eb los who in turn
w ere higher than the N avajos. On th e Object R ecep tivity subtest
th ere w ere no sign ifican t d ifferen ces am ong the th ree groups, yet the
N » O U ^ O l O ' — J
. Wolf Scales: A1 S
Wolf Scales: A2 g
Wolf S cales: A3 S 3
Wolf Scales: A4 £3.
Wolf S cales: B1 J 3
Wolf Scales: B2 £
Wolf Scales: B3 JJ*
Wolf S cales: Cl £
Wolf Scales: C2 £ 3
Wolf Scales: C3 o o
Wolf S c a le s: C4 S 3
Wolf Scales: C5 &
I
on u i y ; m wn m o i u i
— ' K l O O t k U 1 O ' O O
VI
/
>
> \
\
>
i
m
I
o
e
3
{
• ^ 3
y a t
/ s .
\ = * ■
> ! 1
/ t t
e
I
102
Number Receptivity
Number Productivity
Object Receptivity
Picture Story Attending K
Story Generation
S
Object Productivity
Sound Discrimination So
Story Recall
Categories
Picture Boob Attending
M EA N T SCORES F O R NAVAJO. PUEBLO, SPANISH-AMERICAN CHILDREN
104
trend r eflec ted the sam e relation sh ip with N avajos at the bottom ,
P u eb los in the m iddle and R ural Spanish A m erica n s on top. T h is
sam e relation sh ip obtained am ong the th ree groups, on the Story
G eneration su b test. D ifferen ces am ong groups w ere sign ifican t as
they w ere on the O bject P rod uctivity su b test. H ow ever, th is tim e ,
the P ueblo w ere a shade above the R ural Spanish who w ere above the
N avajo. No sign ifican t d ifferen ces w ere found am ong the th ree
groups on the Sound D iscrim in a tio n su btest though a trend did appear
show ing the R ural Spanish above the N avajo who w ere above the
P ueblo. Significant d ifferen ces am ong groups appeared on the Story
R eca ll su b test which favored the R ural Spanish above the P ueblo who
in turn w ere above the N avajo. T h is sam e sign ifican t relation sh ip
w as obtained on the C a teg o ries su b test. Though not sign ifican t,
■
th is sam e relation sh ip a lso developed on the P ictu re Book A ttending j
j su b test.
i
In sum m ary, m ore overlapping am ong the th ree groups w as
obtained on the SWCEL Scale than on any of the other m e a su r e s. At
the sam e tim e , only half the su b tests y ield ed sign ifican t d ifferen ces
am ong groups. W here no sign ifican t d ifferen ces appeared, it can
I
only be assu m ed that th ere w ere no d ifferen ces am ong the groups. \
H ow ever, the d irection of d ifferen ce obtained on the n on -sign ifican t
m e a su r e s w as noted for the d isc u ssio n appearing in the next sectio n !
I
of th is p ap er.________________ .______ i
CHAPTER IV
DISCUSSION OF RESULTS AND SUGGESTIONS
FOR FURTHER RESEARCH
D isc u ssio n of R esu lts
The m ajor null hyp oth esis, te ste d by both m ultiple d is c r im i
nant function a n a ly sis and a C hi square analysis* w as rejected along
a ll d im en sion s save on e--M otivation . A s p reviou sly stated, th is
m ajor null h yp oth esis w as that no d ifferen ces am ong th ree groups of
cu lturally divergent children would appear along the follow in g dim en
sion s:
1. L earning Style
2. E n glish Language H earing V ocabulary
3. E ntry S k ills !
i i
i 4. E nvironm ental P r o c e s s V ariab les which encourage the j
ch ild to su cceed in sch ool
5. M otivation fa cto rs related to learn in g in sch ool
T his resu lt h as two m ajor im p lica tio n s. Since a ll the dim en -
!
sio n s w ere m easu red by se v e r a l su b tests, a ll of which m ay be educa
tion a lly relevan t, one m ajor im p lication is that different educational
i
j p r e scr ip tio n s need to be m ade for the Navajo, Pueblo and R ural j
i
i
Spanish A m erican groups studied. The second m ajor im plication is
106
1 2 iis : sin ce the m u ltip le d iscrim in an t a n a ly sis a ccru a tely separated
the groups, th ere is enough sim ila r ity am ong ind ividu als w ithin the
groups to plan cu rricu la r ex p e rien ce s for each group a s a w hole. In
other w ords, individually p r e scr ib e d in stru ction need not take p r e c e
dence over group p re scr ip tio n s.
F ollow ing is a d isc u ssio n of the 56 m inor null h y p o th eses.
L earning Style
Of the 10 m inor nu ll h yp oth eses subsum ed under the L earning
Style C ategory, 7 w ere r ejected . The fir s t h yp oth esis that th ere
would be no d iffe re n c es am ong groups on the A uditory V ocal A utom a
tic su b test of the ITPA w as rejected . T h is su b test, w hich r elie d
h eavily on tapping gram m atical s k ills , favored the R ural Spanish
A m erican group. A sp e c ia l aw aren ess of the rela tiv e w ea k n ess in
ithe gram m atical sk ills of the tw o A m erind groups should be noted. j
i j
T h is sam e r ela tiv e w ea k n ess developed on the second m ea su r e, V is
ual D ecoding, although in th is c a se , the N avajo seem ed to be slig h tly
stron ger than the P ueblo. The second null h yp oth esis that the th ree
groups would not d iffer on the V isu al D ecoding subtest w as a lso
rejected .
The V isu a l D ecoding subtest m easu red a su b ject's ab ility to \
|
handle v isu a lly p resen ted inform ation. Of co u rse, the le v e l of d if- j
j
ficu lty of such inform ation would depend on the su b ject's le v e l of
107
fa m ilia rity with the item s which w ere v isu a lly p resen ted . H ow ever,
th ere w as room to argue that the N avajo m ight be l e s s fam iliar than
the P ueblo with the ite m s on the V isu al D ecoding su b test. They w ere
m ore iso la ted and seem ed to have few er of the to o ls and gadgets of
the m iddle m ajority cu ltu re. Yet the N avajo appeared to p erform
higher than the Pueblo who seem ed to be m ore accultu rated and thus
m ore fa m ilia r with the stim u lu s ite m s. T h is would su ggest that not
only w ere the A m erind groups l e s s fa m ilia r w ith the stim u lu s item s
but a lso l e s s accu stom ed to em ploying v isu a l chann els a s so u r c e s of
inform ation u tilization . A notew orthy su ggestion would be that the
A m erind groups m ight be taught to p r o c e ss inform ation p resen ted
v isu a lly in the c la ssr o o m .
The third m in or null h yp oth esis w as that no d ifferen ces am ong
the th ree groups would be found on the M otor E ncoding su btest. T h is
I
jnull h yp oth esis could not be rejected . M otor Encoding is a m ea su re j
i
of how w ell the child e x p r essed h im se lf in g e stu r e s. Not only w as
th ere no sign ifican t d ifferen ce betw een groups on th is subtest but a lso
i
the raw sc o r e perform ance le v e l for a ll groups w as extrem ely low .
T h is su ggested that th is subtest of the ITPA w as in itia lly too difficult ;
j
for the cu lturally divergent child studied. Since ch ild ren of the m iddle
i
m ajority culture can handle such a task , it would se em that te a c h e r s |
who expect th eir N avajo, P ueblo or R ural Spanish A m erican child ren ;
to gestu re a_s_ A nglo _ c h ild r e n d o ,w ill be disappoint ed ___ J
108
The fourth null h yp oth esis that the th ree groups would not
d iffer on the A u d itory-V ocal A sso c ia tio n su btest w as rejected . The
A u d itory-V ocal A sso cia tio n subtest sign ifican tly differen tiated the
th ree groups studied h e r e. T h is te s t seem ed to req u ire the subject to
have s k ills both in stru ctu ral gram m ar and in vocabulary. Such sk ills
w ere probably related to the d egree of accu ltu ration the subject had
w ith m id d le-m a jo rity n o rm s. A s the child b ecam e m ore acculturated,
h is E n glish language s k ills , sy n ta ctica l and le x ic a l, would probably
in c r e a se . M ore than lik e ly , d iffe re n c es betw een groups would d is
appear a s a function of the le v e l of accu ltu ration. On the b a s is of
th e se r e su lts, one could sp ecu late that N avajos w ere le s s acculturated
than P u eb lo s, who, in turn, w ere l e s s accultu rated than the R ural
Spanish group studied h e r e . What is m eant by "acculturated" i s the
d egree to w hich th ese groups approxim ated A nglo m iddle m ajority
i
i
n orm s in te r m s of v a lu es, cu sto m s and language. j
i
i
The fifth null h yp oth esis that no d iffe re n c es would be found on
the V isu a l M otor Sequencing su btest w as a lso rejec ted . Of m ajor
in te r e st w as the sign ifican t d ifferen ces am ong groups w hich w ere
generated by the V isu al M otor Sequencing su b test. T h is te s t m ea
su red a ch ild 's ab ility to rem em b er and then disp lay a s e r ie s of p ic
tu r e s and d esig n s. T h ere are m any a sp ec ts of the N avajo culture
w hich would lead to the developm ent of such b ehavior. One could i
109
postulate that child ren developed sk ills which w ere patterned after
adult m o d els. One activity which rem ained a sou rce of econ om ic
strength within the N avajo com m unity w as that of rug w eaving. T h is
w as a p r o c e ss that req uired con sid erab le v isu a l m otor sequencing
sk ill. The fact that on th is sub sca le of the IT PA the Navajo p e r
form ed h igh er than the tw o other groups studied, m ight lend support
to the idea that ch ild ren develop sk ills which r ese m b le those of th eir
adult m o d els. If te a c h e r s can becom e m od els to be em ulated by th eir
cu ltu rally divergent students, perhaps th e se students w ill develop
som e of the sp ec ia l sk ills of th e ir tea c h e rs, too.
: i
I
The sixth m inor null h yp oth esis w as that no d ifferen ces
am ong the groups should em erg e on the V ocal Encoding su b test. T h is
h yp oth esis could not be r ejected . The V ocal Encoding subtest of the j
1 ITPA is e sse n tia lly a m easu re of how w e ll the child e x p r e ss e s h im -
I !
' I
| s e lf v erb ally. S c o r es for a ll th ree groups w ere ex trem ely low . T h is ,
] i
i su ggested that the lack of differentiation am ong groups m ay have
r esu lted from the p o ssib ility that this sc a le w as too difficult for
j m ost of the child ren. If th is w ere the c a se , then the children would j
i I
i |
sc o r e p oorly. T h is, in fact, occu rred . T hus, d ifferen ces in v o ca l |
encoding w ere m asked b ecau se verbal e x p ressio n in E n glish w as a !
i
ta sk which th e se cu ltu rally divergent ch ild ren perform ed with great
difficu lty. >
110
The seventh m inor nu ll h yp othesis w as that no d ifferen ces
am ong groups would appear on the A u d itory-V ocal Sequencing su b test.
T h is null h yp oth esis w as rejected . The A u d itory-V ocal Sequencing
su btest produced sign ifican t d ifferen ces am ong groups. T h is subtest
req uired the su b jects to rep eat se ts of verb ally p resen ted nu m bers.
The Navajo tended to sc o r e higher than the P ueblo on th is ro te m em
ory type of task . The R ural Spanish A m erica n group sco red lo w est.
P erh ap s m ore of an em p h asis on rem em b erin g rote d eta ils w as
placed in the N avajo culture than in th e P ueblo culture. If th is w ere
j the c a se, education m ight s e iz e upon th is to fa cilita te c la ssr o o m
i,
learn in g by planning a c tiv itie s for both Spanish children and N avajos
w hich required d r ill. F or P ueblos d r ill m ight be avoided in the
c la ssr o o m .
The eighth m inor nu ll hyp oth esis w as that no d ifferen ces
! |
am ong the th ree groups would be found on the V isu al M otor A s s o c ia - j
tion su btest. T his h yp oth esis could not be rejected . The V isu a l- j
M otor A sso cia tio n su btest m ea su res how w e ll the child e x p r e ss e s
v isu a lly ob served rela tio n sh ip s through a point gestu re. In r e la - j
tionsh ip to A nglo n orm s the students studied h ere sco red v e r y low . I
!
P erhap s th is subtest of the ITPA a ls o w as too difficult to generate a
! t
| !
| distribution which would differen tiate groups. It m ay a lso be sug- j
! |
i g ested that gesturing, w hether it be m olar a s w as req uired on the t
i !
I M otor Encoding sub te st, or m ore m o lecu la r a s w as req u ired in the j
I l l
pointing behavior of the V isu al-M otor A sso c ia tio n su b test, w as not a
sk ill w hich w as e x p r e sse d in th e sam e way a s in the m iddle m ajority
cu lture.
The ninth m inor nu ll h yp oth esis w as that the A uditory D ecoding
su btest would not d ifferentiate the groups. A uditory D ecoding, e s s e n
tia lly a m ea su re of E n glish language vocabulary strength, w as the
fin al ITPA subtest which reflec ted sign ifican t d ifferen ces am ong
groups. If one view ed E n glish language vocabulary stren gth as
rela ted to the d egree of acculturation w ithin a given cultural group,
ithen one would su sp ect that the R ural Spanish sam ple w as m ost
i
i
j accultu rated follow ed by the P ueblo and then the N avajo.
i
! M inor nu ll h yp oth esis num ber ten, that no d ifferen ces am ong
groups would appear on the F ull S cale sco re of the ITPA w as rejected .
The F u ll Scale ITPA reflected a significant d ifferen ce am ong cu ltural
igroups, too. The ITPA F u ll S cale sc o r e , a g en era lized m ea su re of
!
lea rn in g sty le, as defined e a r lie r , showed sign ifican t d ifferen ces
t
e x isted am ong the th ree groups. A s such, an argum ent to reject the
I
n u ll h yp othesis along the L earning Style d im ension w as v ery strong. j
i
|
E n glish Language H earin g V ocabulary
M inor null h yp oth esis num ber elev en w as that no d ifferen ces j
Iwould be found am ong the th ree gropps as m ea su red by the c eilin g
J |
(score of the Peabody P ictu re V ocabulary T e st (P P V T ). T h is null j
112
h yp oth esis w as rejected . D ifferen ces am ong groups in r e sp e c t to the
num ber of item s attem pted on the PPV T proved to be sig n ifica n t. Yet
d ifferen ces am ong th e se groups did not appear in r esp ec t to the num
ber of e r r o r s that w ere m ade on th is s c a le .
*
M inor null h yp oth esis num ber tw elve could not be r ejected .
H ow ever, m inor nu ll h yp oth esis num ber 13, that d ifferen ces am ong
groups would occur a s m easu red by the to ta l sc o re on the P P V T , w as
accepted .
• In sum m ary, d ifferen ces am ong groups appeared a s function of
the num ber of item s they attem pted and as a function of the num ber of
co rr ec t item r e sp o n se s that w ere given . The m aking of e r r o r s or the
w illin g n ess to take ch an ces on th is te s t did not se e m to be a factor
which contributed sign ifican tly to the o v e ra ll d ifferen ces am ong groups.
Entry S k ills
1 i
j !
I M inor null h yp oth eses num ber 14 and num ber 15 w ere rejected .
N ull hyp oth esis 14 w as that no d ifferen ces am ong groups would be
;found on the P er so n a l-S o c ia l R esp o n siv en ess su b test of the P re sc h o o l
! .
Inventory. N ull h yp oth esis num ber 15 w as that no d ifferen ces would I
j
be found am ong groups on the A sso c ia tiv e V ocabulary su b test of the j
!
P re sc h o o l Inventory. P e r so n a l-S o c ia l R esp o n siv en ess is a m easu re
of how w ell the child attends to in stru ction s and dem ands which m ay \
|be n e c e ssa r y in m eetin g the req u irem en ts of h is fir st y e a r sch ool !
113
ex p erien ce. A sso c ia tiv e V ocabulary m e a su r e s the c h ild 's E n glish
language e x p r e ssiv e vocabulary. It d iffers from the V ocal Encoding
su b test of the ITPA in that the v erb al resp o n se req u ired of the child is
m ore lim ited and structured on th e se tw o m e a su r e s. The Spanish
A m erica n group seem ed to be high er than the P ueblo group who w ere,
in turn, high er than the N avajo group. T h is gen eral relation sh ip
seem ed to obtain on the fir s t tw o su b tests of the P re sc h o o l Inventory.
i
It a lso sign ifican tly obtained for the second tw o su b tests.
N ull h yp oth eses 16 and 17 w ere r ejected a s w as nu ll h yp oth esis
num ber 18. N u ll h yp oth esis 16 w as that no d ifferen ces would be found
i
i
(among the th ree groups on the C oncept A ctiv a tio n -N u m erica l subtest
of the P r e sc h o o l Inventory. N ull h yp oth esis num ber 17 w as that no
d ifferen ces would be found on the Concept A ctiv a tio n -S en so ry subtest
I
am ong the th ree groups. That no d ifferen ce would be found on the j
j
to ta l sc o re am ong the th ree groups w as the eighteenth m inor null
h yp oth esis. On the Concept A ctivation su b te sts—N u m erica l and
S en so ry — sign ifican t d ifferen ces betw een groups w ere found. T h ese
su b tests exam ined fa cto rs rela ted to the c h ild 's a b ility to handle j
!
n u m erica l con cep ts such a s an sw erin g q u estion s lik e "How m any e y e s J
!
d o y o u h a v e ? " , e t c . , a n d s e n s o r y c o n c e p t s l i k e , ' S h o w m e t h e r e d j
j c r a y o n , " e t c . !
114
The m inor null hyp oth eses num bered from 19 to 28 predicted
that no d ifferen ces am ong groups would be found on the su b tests of the
SWCEL S cale. Only five null h yp oth eses w ere rejected : num bers 19,
23, 24, 26, and 27. T h ese h yp oth eses w ere rela ted to the su b tests
nam ed Num ber R ecep tivity, Story G eneration, Object P roductivity,
Story R ecall and C a teg o ries.
The Num ber R ecep tivity su b test, one which asked the subject
to v e rb a lize ordinal con cep ts, generated sign ifican t d ifferen ces am ong
groups. The Story G eneration su b test, one which req uired the subject
to t e ll a story about a set of p ictu res which w ere displayed , a lso
produced sign ifican t d ifferen ces a s did the Object P rod uctivity sub-
■4
te s t, a te s t which req u ired the su b jects to nam e picture ob jects.
The Story G eneration subtest m ay be con sid ered another
| category of stim u lu s even ts which e lic its sp eech . A s such it could be
I
| con sid ered a sou rce of verb al output or vocal encoding. Strangely,
the V ocal Encoding ITPA subtest did not y ield sign ifican t d ifferen ces
betw een groups w h ereas the Story G eneration subtest did. T h ese
i
I su b tests em ployed different stim u li in m aking sp eech . P erh ap s the j
nature of the stim u li m ust be con sid ered b efore m aking a statem ent !
i
about vocal encoding. In other w ords, a relevan t variab le which !
i
a ffects vocal encoding m ight lie yin the nature of the stim u li u sed to I
!
i
evoke sp eech .
115
The Object P rod uctivity te s t m ay be con sid ered sim ila r to the
Peabody P ictu re V ocabulary T est. A s such, d ifferen ces am ong groups
would be expected , and, indeed, th ey w ere found.
The Story R eca ll subtest req u ired the subject to lis te n to a
story told in E n glish and then r e fle c t h is ab ility to rem em b er it by
repeating it. T his su b test generated sign ifican t d ifferen ces am ong
N avajos, P u eb los and R ural Spanish A m e rica n s. What m ay be
sam pled in th is su b test is the child' s fa m ilia rity w ith the E n glish
language. T h is explanation which is cu ltu rally b a sed m ay be m ore
acceptable than one b ased on the notion of in te llig en ce . L ikely,
ch ild ren who w ere m ore fa m ilia r w ith E n glish language usage p e r
form ed b e tter . The sam e explanation m ight account for the d ifferen ces
among the groups a s m easu red b y s c o r e s on the C a teg o ries su b test.
On both, the Story R eca ll and C a teg o ries su b test, the Rural Spanish
I
i i
sco red h ig h est follow ed b y the P ueblo and then the N avajo. It is in j
p r e c is e ly th is order that th e se groups m ay d iverge from m iddle
m ajority A nglo n o rm s.
J
Of the null h yp oth eses w hich exam ined the m ea su r es of the
!
SWCEL only 5 w ere, rejected leavin g 5 not r ejected . Owing to the
form at, the lack of standardized sc o rin g p ro ced u res, the absen ce of
i i
I
i ;
item a n a ly sis n orm s and m ethods of in stru ction s and, above a ll, to
i i
! !
i I
the in stru m en t's in ab ility to d iscrim in a te am ong the groups to be
116
studied, som e su ggestion s should be m ade. T h ese su ggestion s are
p resen ted in the next sectio n of th is chapter, titled Suggestion s for
F urther R esea rch .
E nvironm ental P r o c e s s C h a r a c te r istic s
C lea rly and sign ifican tly, the m inor null h yp oth eses which
stated that d ifferen ces am ong the groups would not be found along the
12 d im en sion s rela ted to E nvironm ental P r o c e s s C h a ra c ter istic s
w ere r ejected .
T h ese null h yp oth eses w ere num bered from 29 to 40. The
findings indicated that d ifferen ces e x isted am ong N avajo, P ueblo and
R ural Spanish p arents in regard to the p r e ssu r e s they applied on
th eir r esp ec tiv e children. In the a r e a s of p r e ssin g for achievem ent
m otivation , p r e ssin g for language developm ent and providing for
gen eral learn in g the N avajos str e s s e d th e se le a st, follow ed by the
;
P u eb lo s. The R ural Spanish group seem ed to s tr e s s th e se m o st. i
The fact that the 12 null h yp oth eses which related to th e se hom e
environm ent c h a r a c te r istic s w ere a ll rejected su ggested that th ese
v a r ia b le s w ere c le a r ly m ea su red by the instrum ent u sed . F u rth er- j
m o re, th is instrum ent m ay be a pow erful tool to exam ine cultural
! !
| d ifferen ces; not just for d escrip tiv e p u rp oses but a lso for the purpose j
!
of m aking educationally relevan t p rescrip tio n s for cu lturally d iv er- j
i |
; gent groups. j
117
M otivation
Sixteen m inor null h yp oth eses w ere em ployed to exam ine the
d ifferen ces am ong groups under the category of M otivation. They
w ere num bered from 41 to 56. T h ese null h yp oth eses below could not
be r ejected . T hey are a s follow s:
41. T h ere would be no d ifferen ces am ong the th ree groups on
the T e st/S c h o o l A nxiety s c a le .
42. T h ere would be no d ifferen ces am ong the th ree groups on
the S e lf-E ste e m item num ber 4A.
43. T h ere would be no d ifferen ces am ong the th ree groups on
the S e lf-E ste e m item num ber 4B.
44. T h ere would be no d ifferen ces am ong the th ree groups a s
m ea su red on the S e lf-E ste e m T otal S core.
45. T h ere would be no d ifferen ces am ong the th ree groups on
the F ather Id entification item , num ber 5A.
46. T h ere would be no d ifferen ces am ong the th ree groups on
the F ath er Identification item , num ber 5B.
47. T h ere would be no d ifferen ces am ong the th ree groups on
the F ath er Id entification T otal S core.
48. T h ere would be no d ifferen ces am ong the th ree groups on
ithe M other Identification item , num ber 6 A.
118
49. T h ere would be no d ifferen ces am ong the three groups on
the M other Identification item , num ber 6 B .
50. T here would be no d ifferen ces am ong th ree groups on
the M other Identification T otal S core.
51. T here would be no d ifferen ces am ong the th ree groups on
the M ore Like F ath er v e r su s M ore Like M other item .
52. T here would be no d ifferen ce am ong groups on Reward
P r e fer en ce item num ber 9.
53. T h ere would be no d ifferen ce am ong groups on Reward
P re fe r e n c e item num ber 10.
54. T h ere would be no d ifferen ce am ong groups on Reward
P re fe r e n c e item num ber 11.
55. T here would be no d ifferen ce am ong groups on the L ocus
of C ontrol S ca le. ;
I I
56. T here would be no differen ce am ong groups on the T otal
i
R einforcem ent Strategy.
It w as only along d im en sion s sam pled by ite m s related to m o ti
vation that the m ajor null h yp oth eses could not be r ejected . H ow ever,
the rea so n that no sign ifican t d ifferen ces appeared along th ese dim en
sio n s could reason ab ly be attributed to the notion that th ese item s
i
|
w ere sim p ly not understood by the su b jects. In other w ords, the item s
I
|
did not seem to sam ple behavior related to m otivation. What they
119
sam pled w as a random display of m isun derstand in g. T o in fer that
b ecau se the null hyp oth esis w as not rejected , th ere w ere no d ifferen ces
am ong groups along th is dim ension , would be erro n eo u s. N o d iffer
e n ces developed, m ore than lik ely , b ecau se of in sen sitiv e in stru
m entation. d efin ed instrum entation m ight generate im portant d iffer
en ces am ong the groups studied. Such p roced u res a s would lead to
m ore se n sitiv e m ea su r es ought to be taken in order to exam ine
p o ssib le d ifferen ces am ong groups in te r m s of M otivation.
Su ggestion s for F urther R esea rch
The lik elihood of further r e se a r c h in the area of cultural
divergen ce w ith the populations co n sid ered h ere appeared to be
i
p rom isin g. j
i
I
R etestin g the ch ild ren already studied here should be given ;
|
Ithe fir s t order of p riority. E m ploying adequate, m ea su res of a ch iev e-
i
j m ent on a continuing b a sis, once every y ea r, until th ese child ren
i
leave sch ool could help esta b lish p red ictiv e valid ity for the te s ts
.
already em ployed. Of m ore im portance, such a program of r e te stin g j
could add su fficien t inform ation, such that educationally relevan t
p rescrip tio n s could be generated . !
i
A fter the fir s t p o s t-te s t, factor a n a ly ses could generate j
I
fa cto rs which m ight be related to the developm ent of language a rts
skills-am ong_these..childr.en. F rom .these..relationships, ..treatm ents i
120
m ay be d evised which w ill affect the learn in g behavior of the groups
studied. System atic evaluation of-these yet to be derived p r escrip tio n s
should be undertaken to allow for self-im p ro v in g feedback.
T o fa cilita te th is p r o c e ss , achievem ent t e s ts need to be d ev el
oped w hich are se n sitiv e to student gain for Navajo, Pueblo and Rural
Spanish A m erican ch ild ren .
Should the study undertaken h ere be expanded, it is su ggested j
that the in itia l se ts of t e s t s be ad m in istered not la ter than the fir st
w eek of sch ool. A nother su ggestion in v o lv es the developm ent of a set
of ite m s which tap the m otivation variab le under con sid eration in th is
study. Item s should be so con stru cted as to em ploy language and con
cep ts which are w ithin the range of ability of a cu lturally divergent
fir st grad er. E ffort should be m ade to tra n sla te th ese ite m s into the
native language of the su b jects. T h ese item s which m ea su re the m o ti-
I I
ivation construct u tilized in th is study should be ad m in istered in the I
i
su b ject's native tongue.
If the SWCEL Scale is to be developed, m uch h as to be done.
E x p erien ce would dictate that the scorin g n eed s to be changed, at
le a st on the Story G eneration and C a teg o ries su b tests. Item a n a ly sis
should be undertaken so that ite m s can be ordered according to th eir
le v e l of difficulty. With a factor analytic technique inform ation can be
generated to determ ine w hether le s s su b tests could develop the sam e
121
amount of inform ation. In struction s should be fo rm a lized and sco rin g
n orm s developed. A ge n orm s should a lso be developed. Congruent,
concurrent and p red ictive valid ity stu d ies should be undertaken, as
w ell a s relia b ility stu d ies. An alternate form of th is instrum ent
would a lso m ake it m ore u sefu l. The d ecisio n to undertake a p r o c e ss
a s am bitious as th is would produce an instrum ent design ed to m easu re
Entry S k ills for* cu ltu rally divergent Navajo, P ueblo and R ural Spanish
child ren. It would s till have the disadvantage of req u irin g about a half
hour of a te s te r 's tim e to get inform ation from one child about the
sk ills th is child b rin gs with him to sch ool. U n less a group form of
th is te s t could be developed, it m ight be b etter to look elsew h ere for
a m easu re of such Entry S k ills.
A trend seem ed to develop indicating that the R ural Spanish
I
A m erican ch ild ren sco red high est along such v a ria b les as L earning j
i i
I
S ty les, E nglish Language H earing V ocabulary and Entry S k ills.
A long a ll E nvironm ental P r o c e s s C h a ra c ter istic s th is trend continued.
One could hyp oth esize that by m anipulating the E nvironm ental P r o c e s s
i !
I C h a ra c ter istic s a change along the other v a ria b les m ight occu r. j
I
Suppose, for exam ple, that parents of Pueblo ch ild ren w ere counseled
in such a way as to effect changes in a m easu re of E nvironm ental j
| P r o c e s s C h a r a c te r istic s. One m ight find a concom itant change in the j
|behavior of the parents' children not only along the d im en sion s already;
122
outlined in th is study but in actu al sch ool ach ievem en t. Such a plan of
action should be encouraged.
One d ifficu lty in planning th is study w as the problem of finding
te stin g in stru m en ts w hich would m eet the req u irem en ts of yield in g
ed u cationally relevan t inform ation about cu ltu rally divergent ch ild ren
w hose age range w as lim ited to betw een five and seven y e a r s . If,
after r e te stin g the ch ild ren , a s e r ie s of sta tistic a l a n a ly ses w ere to
be run, show ing which individual ite m s b e st m et the req uirem en t just
m entioned, a new te s t instrum ent of great value could em e rg e .
No A nglo group w as m ea su red . C om p arison s betw een the
cu ltu rally divergent groups studied h ere and an A nglo group would be
m o st illu m in atin g. It is su ggested that any further r e se a r c h in th is
a rea included an A nglo group for com p arison .
In regard to sam pling, stra tified random sa m p les would not be 1
I !
| v e ry m uch m ore ex p en siv e. The ad m in istrative p rob lem s involved in !
t
i
!
{gettin g parent p e r m issio n and sch ool d istr ic t cooperation could be
o v erco m e. S im ila rly , the difficulty of getting train ed te s te r s into a
v a r ie ty of sca ttered sch ool d istr ic ts m ight be m et. The advantage !
I
j
w hich would accru e in te r m s of the scope of p e r m issib le g e n e ra liz a - j
i
jtion would far outw eigh the added c o s ts . T h erefo re, a s a final j
j i
; recom m end ation for future r e se a r c h it is su ggested that a sam pling }
i
! * '
! technique involving stra tifica tio n be em ployed.
123
The need for m ore r e se a r c h in order to fa cilita te the educa
tional advancem ent of the cu ltu rally divergent ch ild ren studied h ere
rem ain s. An apt finale to th is sectio n w as su ggested by H obart’s
quote on page 1 of th is study.
T hus, th ere is evident today a sign ifican t in c re a se
in concern to develop fu lly the human r e so u r c e s of
our so ciety and a grow ing a w a ren ess of the scandalous
w astage of th ese r e so u r c e s am ong m in ority groups
in our so c ie ty . Growing in te re st in developm ent of
the full potential of m in ority group y o u n g sters in
public sch o o ls has led to an in c re a se d a w a ren ess of
the perplexing d ifficu lties which are involved in
ach ieving th is goal. (H obart, 1963, p. 184).
I
I
l
CHAPTER V
SUMMARY
A d escrip tiv e study w as undertaken to exam ine som e p ara
m e te r s which could lead to educationally relevan t p r e scr ip tio n s for
th ree groups of cu ltu rally divergent fir st grade N avajo, P ueblo and
R ural Spanish b o y s and g ir ls . The dependent v a r ia b le s w hich w ere
under con sid eration in th is in vestigation involved L earning Style,
E n glish Language H earin g V ocabulary, E ntry S k ills, M otivation and
E nvironm ental P r o c e s s C h a ra c ter istic s. T h ese w ere operation ally
I
defined in te r m s of the in stru m en ts u sed to m ea su re them . The
independent variab le w as that of cultu ral grouping: w hether the sub
je c ts to be m ea su red w ere N avajos, P u eb los or R ural Spanish
A m erica n s. The m u ltip le null h yp oth esis te ste d by d iscrim in an t
i
i
I function a n a ly sis w as that no d iffe re n c es am ong different cultural
I groups would em erg e along the d im en sion s of the dependent v a r ia b le s.
S ix ty -fiv e N avajo, S ix ty -fiv e R ural Spanish A m erican an d .seven ty-
fiv e Pueblo ch ild ren w ere se le c te d for study h e r e . Owing to budget
ary con sid eration s, th ere w as no A nglo group for com p arison .
Sixty-tw o m e a su r e s w ere taken on each subject; how ever, six w ere
om itted b eca u se of incom plete data. The sam ple s iz e w as a lso
i
i
124
125
reduced to fifty -th ree Navajo, fifty -se v e n Pueblo and fifty-tw o Rural
Spanish A m erica n s due to m issin g inform ation.
In sum m ary, the independent variab le of culture grouping w as
com posed of sa m p les of Navajo fir s t grad ers (n = 53), Pueblo fir st
g ra d ers (n = 57), and R ural Spanish A m erican first grad ers (n = 52).
The dependent variab le m e a su r e s w ere reduced from six ty -tw o to
fifty -s ix b ecau se of m issin g data.
A n a ly ses of varian ce and m ultiple d iscrim in an t function anal
y s is w ere the sta tistic a l tech n iq u es em ployed to te s t the null hypothe
s e s . A long a ll m ajor d im en sion s the null h yp oth eses could be
rejected with one excep tion --M otivation . R eason s w ere given to
explain th is excep tion . In b rief, th e se rea so n s revolved around the
notion that the ite m s used to m easu re the d im en sion s inherent in the
m otivation con stru ct w ere in sen sitiv e b eca u se of the difficult le v e l of
i
!
!
jlanguage which w as em ployed. i
What w as found to be of sta tistic a l sign ifican ce included d iffer
e n c e s am ong the N avajo, P ueblo and R ural Spanish A m erica n s along
m e a su r e s of L earning Style, E n glish Language H earing V ocabulary, j
i
Entry S k ills and E nvironm ental P r o c e s s C h a ra c ter istic s. j
j
i The in stru m en ts em ployed a s m ea su r es of th e se m ajor variab le
! i
| i
jcategories w ere th ese: Illin o is T e st of P sy ch o lin g u istic A b ilitie s, the j
I
Peabody P ictu re V ocabulary Test, the P resch o o l Inventory, the SWCEL
126
S ca le, a s e r ie s of item s rela ted to s e lf-e s te e m , m other v e r su s
father identification, rew ard p re fe re n c e , lo cu s of con trol and te st
anxiety and fin ally a questionnaire tapping environm ental p r o c e ss
c h a r a c te r istic s.
A gen eral trend em erg ed in the findings w hich indicated that
along m ost v a ria b les the R ural Spanish A m erican ch ild ren scored
higher than the Pueblo, w ho,in turn, scored h igh er than the Navajo.
C ertain excep tion s to th is gen eral tren d su ggested that educationally
relevan t trea tm en ts could em erg e once p o st-te stin g w as accom plish ed .
Finding sign ifican t d iffe re n c es among N avajo, P ueblo and
R ural Spanish A m erican groups would be exp licatin g the obvious if it
w ere not for the fact that th e se d ifferen ces r eflec ted behavior that
m ight be am endable to change through educational trea tm en ts. None
of the v a ria b les w as se lec ted on the b a s is that they m ight generate a
i !
jdifferen ce am ong groups. R ather, th ey w ere se le c te d on the b a sis
j
that they m ight lead to educational trea tm en ts. G enerating p r e sc r ip - i
tio n s b efore r etestin g and co rrela tio n with academ ic v a ria b les would
j
iprove to be prem ature. At the sam e tim e, if rela tio n sh ip s betw een !
I !
j c la ssr o o m achievem ent and any of the variab les studied h ere w ere to ;
i
i
be found, the p r o c e ss of form ulating p rescrip tio n s could be read ily ;
j accom plish ed . Chapter Two w as devoted to ju stifyin g th is rationale, j
I ;
| upon which the study rep orted here w as based.
127
T h is study w as part of a la r g e r r e se a r c h plan undertaken by
the Southw estern C ooperative E ducational L aboratory. The aim of
th is plan w as to develop educational p r e scr ip tio n s which m ight
fa cilita te the developm ent of language a rts s k ills am ong cu lturally
divergent fir st g ra d ers in the southw est. T h is study w as part of the
fir s t phase of th is p roject.
Su ggestion s for further r e se a r c h w ere rep orted . They in
cluded a su ggestion for r e te stin g in the la te sp rin g of 1968. A nother
su ggestion w as that r etestin g in the fa ll of 1968 w ith r e v ise d in stru
m entation, with stra tified random sam p lin g and w ith an A nglo group
be con sid ered .
A further con sid eration w as that after r etestin g the ch ild ren
studied h ere, p r e scr ip tio n s be form ulated and evaluated next fa ll,
Such a program m ay be planned and im plem ented. |
I 1
| In sum m ary, th is study d escrib ed the perform ance of N avajo,
j !
j P ueblo and R ural Spanish A m erican fir st g ra d ers along a v a riety of
|p sych om etric d im en sion s. It w as the fir s t part of a la r g e r p roject
| i
| designed to develop an educational plan w hich would aid cu ltu rally j
I
divergent fir s t grad ers to develop E n glish language a r ts s k ills . j
i 1
i i
j The nu ll h yp oth eses of no d ifferen ces am ong th e se groups w erej
i !
irejected with one excep tion . D escrip tiv e sta tis tic s illu stra ted the j
I * !
!
'd ifferen ces which w ere generated . Su ggestion s for further r ese a rc h
i
w ere-m ade,— — --------------------------------- - - - -1
128
In conclu sion, the need to com bat the w aste of human r e so u r c e s
within m in ority groups grow s. Through the developm ent of new under
standing, which can lead to educational enrichm ent, a r e v e r s a l can be
effected . It rem ain s for the educational sc ie n c e s to develop new
understandings which w ill a s s is t the educational a rts in rem ed iatin g
the lo st potential of cu lturally divergent A m erica n s.
i
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vocabulary t e s t s . E ducational and P sy c h o lo g ic a l M ea su re
m ent, 1963, 23, 359-363.
M o ss, J. W. An evalu ation of the Peabody P ictu re V ocabulary T e st
w ith the PMA and 1937 Stanford-B inet on train ab le child ren.
U npublished paper. Urbana, 111. : U n iv ersity of Illin o is,
Institute for R esea rch on E xcep tion al C hildren, 1962.
M oulton, R. W ., L ib erty, P . G ., B e r ste in E . , and A ltucker, N.
P attern in g of paren tal affection and d iscip lin a ry dom inance
a s a d eterm inate of guilt and sex typing. Journal of P e r so n a l
ity and S ocial P sy ch o lo g y , 1966, 4 (4), 356-363.
M ueller, M. W. A com p arison of the em p irica l valid ity of six t e s t s
of ab ility with young educable reta rd a tes. IMRID B eh avior
S cien ce M onograph N o. 1. N a sh v ille , T e n n .: Institute on
M ental R etardation and In tellectu al D evelopm ent, G eorge
Peabody C ollege for T e a ch er s, 1965.
Newm an, S. S. P e r so n a l com m unication at con feren ce held in
j A lbuquerque, New M exico, 1968.
j I
‘N o r r is, R. C ., H ottel, J. V ., and B rook s, S. C om parability of !
j Peabody P ictu re V ocabulary T e st s c o r e s under group and
; individual adm in istration. Journal of E ducational P sy c h o lo g y . I
| 1960, 51, 8 7 -9 1 . I
‘O sgood, C. E . C ontem porary approaches to cognition. C am bridge,
M a ss. : H arvard U n iversity P r e s s , 1957.
P e te r , L . J. P r e sc r ip tiv e teachin g. New York: M cG raw -H ill, 1965.
134
; P iaget, J. The gentic approach to the psych ology of thought.
Journal of E ducational R esearch , 1961, 52 (6 ), 275-281.
Pinneau, S. R ., T erm an, L. M ., and M er rill, D. A. Stanford-
B inet In telligen ce S cale. B o sto n : Houghton M ifflin C om pany,
1 1960.
i
P u r ce ll, F. P . , and H ill son, M. The disadvantaged child: A
product of the culture of poverty, h is education and h is life
ch an ges. E u gen ics Q u arterly, 1964, 13 (3), 179-185.
IRaven, J. C. The C oloured P r o g r e ssiv e M a tr ic e s. New York;
i P sy ch o lo g ica l C orporation (U. S. D istrib u tor), 1947.
R ob erts, P. E n glish se n te n c es. H arcourt, B ra ce and W orld, 1962.
i
R otter, J. B. G en eralized ex p ecta n cies for intern al v e r su s extern al
con trol of rein forcem en t. P sy ch o lo g ica l M onographs:
G eneral and A pplied, 1966, 80 (1), 2 -2 8 .
S em m el, M. I . , and M ueller, M. W. A factor a n a ly sis of the
Illin o is T est of P sy ch o lin g u istic A b ility w ith m en tally
retard ed ch ild ren . Unpublished study, G eorge Peabody
C o lleg e, 1962.
Shaw, J. H. C om parability of PPV T and WAIS s c o r e s with sc h iz o
p h ren ics without brain dam age. Unpublished study, Nam pa,
Iowa, 1961.
S ie v e r s, D. J. D evelopm ent and standardization of a te s t of p sy ch o
lin g u istic growth in p resch o o l ch ild ren . U npublished P h .D .
th e s is , U n iv ersity of Illin o is, 1955.
Snygg, D ., and C om bs, A. W. Individual b eh a v io r: A perceptual
approach to b eh avior. New York: H arper, 1959.
Spence, K. W. B ehavior theory and conditioning. New Haven: Y ale
U n iv ersity P r e s s , 1956.
Succi, G. J. A com p arison of sem antic stru ctu res in A m erican
southw est culture groups. Journal of A bnorm al and S ocial
P sy ch o lo g y , 1950, 6 (1), 25-30.
Sutton, R. S. A n a ly sis of fa cto rs related to educational achievem en t.
The Journal of G enetic P sy ch o lo g y , 1961, 98, 193-201.
135
I
jTem pero, H ., and Ivanoff, J. E ffec tiv en ess of the Peabody P ictu re
V ocabulary T est w ith seventh- grade pupils. L incoln, N e b .:
; D epartm ent of Educational P sych ology and M easu rem en t, 1960
iThurston, L. L. The P rim ary M ental A b ilitie s T e s t. C hicago:
S cien ce R esearch A s so c ia te s, I n c ., 1947.
I
[W arner, W. L. S ocial c la s s in A m e rica . New York: H arper, 1960.
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P sy ch o lo g ica l C orporation, 1949.
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1966, 3 (3), 339-344.
i
W einer, B . , and R osenbaum , R. M. D eterm in an ts of c h o ice betw een
i achievem en t and n on ach ievem en t-related ta sk s. Journal of
j E xp erim en tal R esearch in P e r so n a lity , 1965, 1, 114-122.
i
W ein er, M ., and Feldm ann, S. V alidation stu d ies of a read in g prog
n o sis te st for child ren of low er and m iddle so c io -ec o n o m ic
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23 (4), 807-814.
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1951.
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Book Company, 1963.
APPEN D IX 1
MODULE I
RESEARCH PLAN
1. T itle : A S o c io -P sy ch o lo g ica l Study of V a ria b les w hich C ontribute
to Language S k ill D evelopm ent am ong C ulturally D ivergent
F ir st Grade Students.
2. P rin cip a l In v estig a to r: M alcolm G arber
3. Scop e:
A . O bjectives: The developm ent of language sk ills depends on
many a n th ro p o lo g ica l-so cio -p sy ch o lo g ica l v a r ia b le s. M otivation,
learning sty le , d egree of a ssim ila tio n , so c ia l v a lu e s, entry s k ills , the
hom e environm ent, dem ographic fa cto rs and vocabulary ability a ll
com bine to influence a ch ild 's ab ility to develop language s k ills . How
ev er , th ese fa cto rs m ay have different w eigh ts am ong different cu l
tural groups of ch ild ren . The purpose of th is study is to determ ine
w hich of th e se v a r ia b le s contribute sign ifican tly to su c c e ssfu l language
sk ill developm ent am ong th ree cu lturally divergent groups of first
grade bilin gu al students.
B . Background: An attem pt to p red ict which students su cceed
and w hich fa il in developing language sk ills is im plied above. Should
the p red icto rs identify fir st grade students with d ifficu lties in th eir
language sk ill developm ent, then c o rr ec tiv e cu rricu la r plans can be
developed.
A sea rch of the litera tu re, coupled with p ro fessio n a l judgm ent, !
su g g ests that the follow ing in stru m en ts and tech n iq u es be u sed to m ea -
isure the aforem entioned v a ria b les. T h ese v a ria b les and th eir m ea - j
jsures are d escrib ed in T able I, which follow s:
TABLE I
VARIABLES TO BE EXAMINED IN THIS STUDY
V a ria b les
1. L earning sty le
M easu res
Illin o is T e st of P sy ch o lin g u istic
2. V ocabulary ability
3. F am ily interaction
i4. M otivation
A b ility
Peabody P ictu re V ocabulary T est
W olf's sc a le
B ia le r 's L ocus of C ontrol Scale
for children; T est A nxiety Q u es
tionnaire; W iener N eed A ch iev e
m ent S cale for C hildren
137
138
5. Entry s k ills SWCEL Q uestionnaire for M other and
7. D em ographic (e . g . , age,
6 . Reading ach ievem en t
C hild
C aliforn ia A ch ievem en t T est
P articipan t observation;
fa th er's occupation, In terview L ist
siz e of fa m ily , e t c . )
8 . C ultural P articipan t ob servation with
N ew m an -T h iel instrum ent
P articip an t ob servation with
N ew m an -T h iel instrum ent
9. A ssim ila tio n
C. M ethod of A ttack; A team of th ree in v e stig a to rs w ill be
sent to each of th ree p r e -s e le c te d sch ool d is tr ic ts . A sam ple (n = 60)
of fir st grade ch ild ren and th eir p aren ts w ill be ch osen from each
sch ool d is tr ic t's cen tra l file . L e tte r s asking for parent cooperation in
th is project w ill be issu e d .
At the building le v e l, arran gem en ts to individually exam ine
jeach pupil in the p r e -s e le c te d sam p le of 60 w ill be m ade with the
building p rin cip al and te a c h e r s. T estin g tim e per pupil w ill be
approxim ately two and one h alf h ou rs.
A rran gem en ts to interview the p aren ts of th e se pupils (in ter
v iew s w ill take approxim ately two hou rs) w ill be m ade by phone,
w here p o ssib le , by le tte r , or by p erso n a l contact. The parent in te r - j
v iew s w ill in volve sim p le, non -threatening, straigh t-forw ard q u es- ;
tioning. ,
In itial t e s t s w ill be ad m in istered during the fir st month of j
sch ool. R e te sts w ill be given n ear m id -y ea r and n ea r the end of May
1968. The r e te stin g p r o c e ss w ill req u ire about tw o hours of pupil
tim e. P u p ils w ill r ec eiv e the follow in g te s t b attery in itially; Illin o is
T e st of P sy ch o lin g u istic A b ility, Peabody P ictu re V ocabulary T e st,
SWCEL Scale for C hildren, T e st A n xiety Q uestionn aire, C alifornia
A chievem en t T e st, B ia le r 's L ocus of C ontrol S ca le, W iener N eed |
A chievem en t Scale for C hildren. On the r e te st, the child w ill j
r e c e iv e the Illin o is T e st of P sy ch o lin g u istic A b ility, the Peabody
P ictu re V ocabulary T e st and the C aliforn ia A chievem en t T e st.
The paren ts w ill be in terview ed only once, during the fir st
sch ool m onth. P articip an t ob servation tech n iq u es w ill be em ployed to |
a s s e s s dem ographic, cultural and a ssim ila tio n v a r ia b le s. In addition, |
the parents w ill be asked to respond to the W olf Q uestionnaire and ;
in stru m en ts developed by Newm an and T h iel. E xtrem e ca re w ill be j
139
taken to m ake th is a pleasant exp erien ce for the parent. W herever
p o ssib le , sch ool d istr ict p erson n el w ill be u tilized a s parent in te r
v iew er s. T h eir se lec tio n w ill depend upon tw o fa cto rs: (1) su p erin
ten dent's p e r m issio n and (2 ) p erso n a l q u alification s, a s judged by
SWCEL.
D. Im p lication s and End R esu lts for the Laboratory: Anthro
p o lo g ic a l-so c io -p sy c h o lo g ic a l fa cto r s which predict s u c c e s s in language
sk ill developm ent w ill have b een iso la ted . Language sk ills cu rricu la
for fir s t grade bilingual and cu ltu rally divergent children can be
developed w hich take th ese fa cto r s into account, so that ch ild ren can
develop b etter language a rts s k ills.
E . B en efits to the School D istr ict: Two b en efits w ill accrue to
the sch ool d istr ic t. They a re th ese:
1. Inform ation about their b ilin gu la, cu ltu rally divergent child ren in
the fir s t grade, in the form of te st r e su lts for each child tested ,
w ill be given to them on a n o -c o st b a s is.
J 2 . Inform ation regarding w hich fa cto rs w eight m ost highly in the
developm ent of language sk ills of cu ltu rally divergent ch ild ren in
a p articu lar sch o o l's d istr ict w ill be given. On the b a s is of th is
inform ation, new cu rricu la m ay be d evised , aim ed at developing
b etter language a rts sk ills in cu ltu rally divergent children.
F . School D istr ict C om m itm ent: B efore the L aboratory can
in vest the tim e and m a teria l in a sch ool d is tr ic t's program for testin g j
and a n a ly sis, the sch ool d istr ict m ust render in w riting a docum ent i
providing that the t e s ts proposed b y SWCEL m ay be used. It w ill be
incum bent upon the school d istr ict to provide a c c e s s to its file s for
a d d r e sse s and certa in dem ographic fa cto rs of the fir s t g ra d ers. A lso ,
the sch ool d istr ict should provide reason able testin g space and allow
for th ree hours of pupil tim e during the in itia l testin g period. A pproxi
m ately tw o h ou rs of pupil tim e w ill be req uired during the r e te s t
period . A ll the t e s ts that SWCEL w ill u se w ill be given at the begin
ning of the fir s t m onth of sch ool th is y ea r. The Illin o is T e st of P sy ch o
lin g u istic A b ility and the Peabody P ictu re V ocabulary T est w ill be
given on tw o other o cca sio n s: once near m id -y ea r and once at the end
of May 1968. In order to gain parents' p e rm issio n , a form le tte r w ill
be circu lated for parents' sign atu re. T h is form is attached. j
140
D ear P arent:
T h e __________________________School D istr ic t is
in te r e ste d in finding new w ays to m ore e ffe c tiv e ly teach
you r ch ild . In o rd er to do so, it h as m ade a com m itm ent
w ith the Southw estern C oop erative Educational L aboratory
to get inform ation w hich w ill help do th is. A field r e p r e
sen tative of the L aboratory w ill m ake contact w ith you and
arrange to spend som e tim e getting inform ation about
b etter w a y s to tea ch your child by talking with you. The
people from th is L aboratory w ill a lso spend som e tim e
te stin g t o see how your ch ild lea r n s b e st. We hope you
w ill cooperate w ith th is plan to im prove your ch ild 's
education.
S in cerely ,
P er so n in A uthority in
School D istr ic t
m ac
8 /6 7
A PPEN D IX 2
RACIAL POPULATION CHARACTERISTICS
1960
A rizon a New M exico Oklahoma W est T exas R egion
T otal Population 1, 302,161 951,023 2, 328, 284 1 ,7 9 1 ,4 0 0 6 , 372,868
Indian
83,238 56,356 62,871
- -
202,465
A ll Other 1, 218, 923 894, 667 2, 265,413 1, 791,400 6 , 170, 403
(Spanish A m erican ) (194, 356) (269,122)
-----
(224,981) ( 6 8 8 ,459)
P ercen tage of T otal 1 0 0 . 0 1 0 0 . 0 1 0 0 . 0 1 0 0 . 0 1 0 0 . 0
Indian 6 .4 5. 9 2 .7
—
3 .2
A ll Other v 93. 5 9 4 .1 97. 3 8 7 .4 9 6 .8
(Spanish A m erican ) (1 4 .9 ) (2 8 .3 ) ( 1 2 . 6 ) (1 0 . 8 )
Source: U .S . B ureau of the C ensus
i
APPEN D IX 3
SOUTHWESTERN COOPERATIVE EDUCATIONAL LABORATORY
Log for M odule I F ield Data C ollection
July and August 1967--B o th T h iel and G arber m ade nine v is its and
se v e r a l phone con tacts w ith the B ern a lillo sy ste m . M eetin gs
with Santistevan, K loeppel and Salas w ere h eld with tw o goals
in mind:
1. T o fa m ilia rize them with the r e v ise d program of SWCEL.
2. T o involve them in the lab program .
Four str a te g ie s w ere em ployed to facilitate the second goal
m entioned above. T h ese w ere the follow ing:
1. The p r o b le m s--so c io lo g ic a l and p o litic a l of the sch ool
d istr ic ts w ere studied p rior to the m eetin g s so that nothing
would be said of an offen sive or threatening nature.
2. A non-threatening study w as proposed. The opinions and
the :needs of the sch ool d istr ict w ere e lic ite d and the study
w as changed to incorp orate th e se n eed s.
3. C onsultation w as p rom ised and given. A report on guid
ance s e r v ic e s w as m ade. Help in developing an in -se r v ic e
train in g program w as given. R eassu ran ce that inform ation
from the study would be returned to the d istr ic t w as given.
4. Many m em b ers of the sch o o l d istr ict w ere m et and th eir
p roblem s w ere d isc u sse d . T h is took place both in B e rn a lillo
and at the Lab.
It w as from th is continued contact with the d istrict over a two month
period that the e x p r e sse d h o stility and stated u n w illingn ess of the
sch ool d istr ict to work w ith th is laboratory w as gradually overcom e.
M r. T h iel and M r. G arber m ake p relim in ary in vestigation of B e rn a lillo
School D istr ict.
R esea rch d esign fin alized . Sam ple to include 65 N avajo, 65 P ueblo and
65 rural Spanish A m erican fir st grade students.
144
149
Septem ber 6 - - D r. P etty contact M r. Santistevan, Superintendent
o f B ern a lillo S ch ools and arran ge appointm ent for D r. Seaberg,
M r. T h iel and M r. G arber.
S eptem ber 7— D r. P etty contact M r. W. D. H arrison , Superintendent
P u erco E lem en tary School, Sanders, A rizon a and arrange
appointm ent for D r. Seaberg.
S eptem ber 9— M r. T h iel, M r. G arber and D r. Seaberg to B e rn a lillo
S ch ools ad m in istrative o ffice s to p resen t M odule I r e se a r c h
d esign . B ern a lillo S ch ools rep resen ted by M r. Santistevan,
Superintendent, M r. K loppel, A ssista n t Superintendent, M r. .
S a la s, D irecto r of In struction and M r. C asau s, D irecto r of
G uidance.
F ollow in g p resen tation SWCEL r e p r e se n ta tiv e s req u ested cooperation
and p articipation of B e r n a lillo S ch ools a s the population from which to
se le c t th e P ueblo Indian fir s t grade sam p le. B ern a lillo ad m in istration
req u ested th eir sch ool population a lso be u tilized to rep resen t the
rural Spanish A m erican sam p le. T entative agreem en t w as reached
contingent upon the approval of th e B e rn a lillo faculty and Board of
E ducation.
A t the su g g estio n of the B e rn a lillo adm in istration, a m eetin g of the
elem en ta ry p rin cip a ls, fir s t grade te a c h e r s and SWCEL r ep re sen ta
tiv e s w a s scheduled for 4:00 p .m ., Septem ber 13, 1967.
S eptem ber 1 3 --M r. T h iel and M r. G arber p resen t M odule I r e se a r c h
plan to B ern a lillo elem en tary p rin cip a ls and te a c h e r s. F o llo w
in g a d isc u ssio n period then support so lic ite d and obtained.
D r. Seab erg to Sanders, A rizon a to m eet with Superintendent
H arrison and staff. P resen ta tio n of Module I r e se a r c h d esign
p resen ted and th eir cooperation and support solifcited to have
th e P u erco E lem en tary School rep resen t the fir s t grade N avajo
population.
A greem en t reached-contingent upon approval by B oard of
Education.
Septem ber 1 4 --D r . S eab erg p r e sen ts contract and c o p ies of M odule I
r e se a r c h plan to Superintendent Santistevan for board m eetin g
on the 2 1 st.
146
Septem ber 18—M r. M artinez, P rin cip a l, and M r. Buenabenta,
C ou nselor of the Santo D om ingo P ueblo School v isit L abora
to ry to m eet sta ff and d isc u ss r e se a r c h plan.
Septem ber 2 0 --M r s. P ie r c e , BIA R eservation P rin cip a l and M r.
W all also of BIA m eet in L aboratory con feren ce room with
M r. T h iel, M r. G arber and D r. Seaberg. P resen ta tio n of
M odule I r e se a r c h m ade and BIA rep re sen ta tiv e s support
so licited to have the San F elip e BIA sch ool included in the
P ueblo Indian population.
T entative agreem en t reached contingent upon approval of the
San F elip e faculty, San F elip e P ueblo E ducation C om m ittee
and M r. B ark er, A gency D irecto r of United P u eb los BIA
sch o o ls.
B e rn a lillo sch o o ls p rin cip als and co u n selo rs v isit with SWCEL
to m eet sta ff and becom e acquainted w ith fa c ilitie s and p ro
gram em p h asis.
C ontract and co p ies of the M odule I r e se a r c h plan m ailed to
Superintendent H arrison for h is board m eetin g.
Septem ber 22-Signed contract rec eiv ed from Superintendent
Santistevan of the B e rn a lillo sc h o o ls. SWCEL m ay use
B e rn a lillo sch o o ls Pueblo Indian and ru ral Spanish
A m erican fir s t grade students a s population from which to
se le c t M odule I sa m p les.
M ail contract to Superintendent H arrison in San ders, A rizon a.
Septem ber 25—D r. Seaberg to m eet w ith M rs. A ndrew s, D irecto r of
the Albuquerque OEO Child D evelopm ent P rogram , to req u est
that children from the OEO day care c e n te r s be u sed a s sub
je c ts for p ra ctice testin g during train in g of M odule I co n su l
tant ex a m in ers. Support and cooperation from M rs. A ndrew s
obtained. T e st r e su lts to be given to h er (with lim ita tio n s
c le a rly sp elled out) after they are properly sco red .
M r. T h iel, M r. Garber and D r. S eab erg to San F elip e BIA
School to m eet with faculty and r e p re sen ta tiv e s of BIA, to
p resen t M odule I r e se a r c h plan and so lic it th e ir cooperation
148
and support. M r. T enorio, p otential hom e in terv iew er
from the San F elip e P ueblo, to attend. T entative approval
obtained, fin al approval contingent upon endorsem en t of
San F elip e P ueblo E ducational C om m ittee.
Septem ber 26—T rain in g of consultant ex a m in ers to start under the
d irection of M r. G arber. T rain in g to be Septem ber 26 through
Septem ber 29. See consultant ex a m in ers train in g sc h e d u le .*
Consultant exam in ers:
IT PA
D r. H azel W hite, Ph. d. D r. P a g e, Ph. d.
M rs. Roddy, M .A . M iss C elia , M .A .
M rs. P age, M .A . M r. H iatt, M .A .
M r. G arber, M .A . M rs. Sfreiss, B .A .
M iss L eventhal, A . B.
Septem ber 27— D r. L ib erty and D r. Seaberg to the R o o sev elt,
Santo D om ingo and C ochiti elem en ta ry sc h o o ls of the Bernalillo
d istr ict and the San F elip e BLA sch ool to c o lle c t c la s s r o le s
and inform ation from which to se le c t a random sam p le.
Septem ber 28—D e liv e r contract to M r. B ark er, A gency D ir ec to r of
the BIA United P u eb los A gency S ch ools.
Hom e in te rv iew er s jointly agreed upon by the B e rn a lillo adm in
istra tio n and the L aboratory m eet with M r. T h iel to c r itic iz e
and m ake recom m endation for hom e in terview in stn um ents.
Septem ber 29--C on tract r eceiv ed from Superintendent H arrison of the
P u erco E lem en tary School, San ders, A rizon a.
O ctober 2—B egin M odule I field te stin g in P u erco E lem en tary School
in Sanders, A rizon a and the R o o sev elt and C ochiti elem en tary
sch o o ls of the B e rn a lillo D istr ic t. See M odule I te s t schedu le
for w eek of O ctober 2 -6 .*
O ctober 5 - -D r . Lloyd Dunn, D irecto r of the Institute on M arital R etar
dation and In tellectu al D evelopm ent at G eorge Peabody C o lleg e,
N a sh v ille, T en n essee, at the L aboratory to se r v e as M odule I
testin g consultant O ctober 5 and 6 . See schedule for D r.
L. W. Dunn. *
D r. Dunn r ev iew s p rob lem s of r e se a r c h and te s t con stru ction .
M rs. Dunn h elp s standardize ITPA ad m in istration and sco rin g .
148
O ctober 9 - -C ontinue M odule I field testin g . See schedule for w eek of
O ctober 9 through 1 3 .*
Send c o p ies of SWCEL hom e interview in stru m en ts to M r.
H arrison , M r. B ark er and M r. Salas for th eir review ,
evalu ation and recom m en d ation s.
M r. T h iel m eet w ith B e rn a lillo hom e in terv iew ers to d isc u ss
instru m en t.
O ctober 1 6 --C ontinue M odule I field testin g . See schedule for w eek
of O ctober 16 through 20. *
O ctober 1 8 --M r. T h iel to San ders, A rizon a to orient and tra in hom e
in te rv iew er s for P u erco E lem en tary School. Home in terview s
to begin 1 0 -2 0 -6 7 .
C ontract rec eiv ed from San F elip e BIA A d m in istration.
O ctober 2 3 --C ontinue M odule I field testin g . See schedule for
O ctober 23 -2 7 . *
M r. T h iel, D r. B u rger and D r. Seaberg to B e rn a lillo ad m in is
tration o ffice s to m eet with M r. S alas and B e rn a lillo hom e
in te rv iew er s. O rientation and train in g af in te rv iew er s to be
done at th is tim e . Hom e in te rv iew er s to begin 1 0 -2 8 -6 7 .
O ctober 2 4 --M r. T en orio at L aboratory to r e c e iv e hom e in terview er
in stru ction from M r. T h iel. Home in terv iew ers to begin at
San F elip e 1 0 -2 5 -6 7 .
O ctober 2 5 --M r. M cC lintock and D r. Seaberg to the R oosevelt,
San F elip e, Santo D om ingo and C ochiti sch o o ls for c la ssr o o m -
student p ictu res.
O ctober 2 6 --M r. T h iel to Sanders to evaluate and sp o t-ch eck hom e
in te rv iew er s.
O ctober 27— Student testin g com p lete with exception of K laus V isu al
M em ory in B e rn a lillo and San F elip e sch o o ls.
N ovem ber 1 --M r . T h iel and D r. B u rger to B ern a lillo to evaluate and
sp o t-ch eck hom e in terv iew s.
1419
N ovem ber 2—M r. T h iel to Sanders to evaluate and sp o t-ch eck
hom e in terv iew s.
N ovem ber 3—M r. G arber to the R o o sev elt E lem entary School to
te s t. See schedule for group te stin g in B ern a lillo . *
N ovem ber 7—M r. G arber to test in Santo Dom ingo, San F e lip e, and
C o c h iti--s e e schedule for group te stin g in B e r n a lillo .* T his
co m p letes fir s t p h ase of M odule I student testin g .
F ield data co llectio n se e m s to have been accom p lish ed sa tisfa c to rily .
M odule I p r o fessio n a l staff m em b ers and consultant ex a m in ers
esta b lish ed and m aintained ex ce llen t support with sch ool p erson n el
during the data co llectio n p eriod . F eedb ack r ec eiv ed by the A ssista n t
D irecto r in d icates that the a d m in istra to rs and te a c h e r s view the
L aboratory in a m ost favorable lig h t. T hey have rep eated ly e x p ressed
a d e sir e to r ec eiv e te s t r esu lt feedback and in terp retation a s soon as
p o ssib le .
A PPEN D IX 4
EXPENDITURES FOR STUDY
S a la r ie s and W ages:
School D istr ict #1
B ern a lillo
T otal S a la r ie s
$ 2 ,7 0 7 .4 9
4, 065. 00
$6,772.49
T ra v el and P e r D iem :
Sanders
B ern a lillo
T otal T r a v el
Consultant F e e s and T ravel:
D r. Lloyd Dunn
T otal C onsultants and T ra v el
1,489.03
581. 20
381.16
2,070. 23
381.16
P rogram M aterials:
T estin g M aterials;
A m erican Guidance S erv ice
E ducational T estin g S erv ice
U n iv ersity of Illin o is P r e s s
T otal T e st M aterials
98.77
57.57
207.97
364.31
Other Supplies;
M r. G arber, su p p lies
P etty C ash "
P a y le s s "
O ther
T otal O ther Supplies
T otal P rogram M a teria ls
Scoring and C alculation Cost:
S a la ries
B en efits
T otal S corin g C ost
9.97
7.71
12.96
5. 25
917.60
40.38
35.88
400.19
957.98
Indirect C ost:
S a la ries
B en efits
F a c ilitie s 576 = 3 : 12
T otal Indirect C ost
TOTAL COST OF PROJECT
151
5, 900. 00
785.16
331.80
7,016.80
$17, 598. 85
APPEN D IX 5
MODULE
SWCEL
11/20/67
P G L /a e l 153
STUDENT TEST DATA SUMMARY SHEET
I . B iograp h ical Inform ation:
Student's N a m e:
Age:
( la s t nam e fir st)
Sex: (M = 1; F = 0)
____________ H eadstart E xp er- Student I.D .N u m b e r : ( 3 -digit) ______ ___
ien ce: Y e s = 1 N o = 0 (C ir c le one)
M ajor C ulture Group: (C ir c le one) N am e of C la ssro o m T ea ch er
and School:
1 - Navaho 3 = P ueblo
2 = Spanish 4 = A nglo
C ultural Subgroup:
(C ircle one)
0=E ither Navaho or Spanish
1 =Santa Ana
2=San F elip e
3=Santo Dom ingo
4=Sandia
5=Cochiti
COM PLETE IDENTIFICATION CODE:
01-R ob erts( Navajo
02=E lliott( Navaho)
03=Shepherd( Navaho)
04=Sanchez( R oosevelt)
0 5-V ald ez(R oosevelt)
06=G urule(R oosevelt)
07= L ucero(R oosevelt)
08=Sanchez(Santo
Dom ingo)
09=Gandert(Santo Dom ingo)
(C iiicle one)
1 0 =W alters
( San F elip e)
ll= M artin ez
( San F elip e)
12=Bradley
( San F elip e)
13=Teacher at
C ochiti
II. T e st S co res:
A. Illin o is T est of P sy ch o lin g u istic A b ility (Raw S co res)
A uditory V ocal A u to m a tic_________ V isu al M otor A s s o c ia tio n _______
V isu al D eco d in g ____________ V ocal E n cod in g____________
M otor E n cod in g:____________ A u d itory-V ocal S eq u en cin g_____
A u d itory-V ocal A s s o c ia tio n _______ A uditory D eco d in g ________
V isu al M otor Sequencing _________ F u ll S c a le ______________________
B. Peabody P ictu re V ocabulary T est
C e ilin g _______________ E r r o r s ___________ Raw S c o r e __________________
C. C aldw ell P re sc h o o l Inventory
P er so n a l-S o cia l R e sp o n siv e n e ss_______ A sso c ia tiv e V o ca b u la ry _______
Concept A ctiv a tio n -N u m e rica l__________ Concept A ctivation -S en sory
T o ta l____________________________________ ____________
D. SWCEL Child Q uestionnaire
Books:______Yes=l No=0 (C ircle one) TV Yes=l N o= 0(circle one)
Radio: Yes=l No=0 (C ircle one)
Num ber R e c e p tiv ity _________ Num ber P ro d u c tiv ity ___________
Object R e c e p tiv ity ___________ P ictu re Story A tten d in g________
Story G en eration ____________ Sound D isc r im in a tio n _________
Story R e c a ll_____________________ C a te g o r ie s _______________
P ictu re Book A tteiid in g__________
154
E . K laus M em ory for D e sig n s Raw S core Num ber C orrect
F . W olf S ca les
A1 B1 C2
A 2 B2 C3
A3 B3 C4
A4 C l C5
G. SWCEL Student Q uestionnaire YES=1 NO=2 DON'T KNOW=3
P r e fer en ce for Im m ediate v s . D elayed Reward (Item # 2 )(cir cle one)
1 = S m aller One Today 2 = L arger One T om orrow
School (Item #3) T e st A n xiety Scale____________
S e lf-E ste e m (Item 4 a ) ____________ S e lf-E ste e m (Item 4b)_____
S e lf-E ste e m (T otal 4a and 4b)____________
F ather Identification (Item 5a) F ather ID (Item _5b)__________
Father ID T otal (5a and 5 b )_____________
M other ID (Item 6 a ) ________ M other ID (Item 6b ) __________
M other ID T otal (6 a and 6 b ) ____________
M ore lik e F ath er/M oth er (Item 7) (C ircle one below )
1 = F ather 3 = About the sam e
2 = M other 4 = 1 don't know or m issin g resp o n se
Want to be P re fer en ce (Item 8 ) W rite student resp o n se below
Reward P re fer en ce (Item 9) (C ircle one)
0 = Don't know
1 = One Cent Today
2 = F iv e C ents T om orrow
R eward P referen ce (Item 10) (C ircle one)
0 = Don't know
1 = 25£ now
2 = $ 1 . 0 0 next w eek
R eward P referen ce (Item 11) (C ircle one)
0 = Don't know
1 = S m aller Gift Now
2 = B ig Gift L ater
A cq u iescen ce (Item 12) (C irc le one) 0 = No 1 = Y es
A cq u iescen ce (Item 13) (C ircle one) 0 = No 1 = Y es
A cq u iescen ce T otal (12 + 1 3 )_______________
R eally W ill be P re fer en ce (Item 14) W rite student resp o n se below
L ocus of C ontrol S cale (Item 15) = T otal Score
R einforcem ent Strategy: Sum R esp on ses to Item s 1, 9, 10 and 11
= T otal
APPENDIX- 6
SWCEL, MODULE IV -
. CHILD INTERVIEW QUESTIONNAIRE
AND TESTS INFORMATION SHEETS
IN T E R V IE W E R ; ______________ ; _______ ^ ___________■ ■
CHILD'S NAME:_______________________________________ ■
Age______________ | Sex •
Child's Community:__________ ■
Child liv es on farm in village________ ' in city_
Number of sib lings living at home:
Farents living at home:__ Mother:_____________________________ ■
Father: ______
Child's rank with r esp ect to ages of children living at home___________
(eldest child has rank 1)
Language (s) spoken in the home (mostly),
(som e)_
Language (s) spoken by the child (mostly),
(som e)_
156
SWCEL, MODULE IV
CHJ LD INTERVIEW QUESTIONNAIRE
AND TESTS INFORMATION SHEETS '
157
INTERVIEWEE DOES NOT SEE THIS SHEET
Are there books in the house?
Is there a TV in the house?__
Is there a radio in the house?
Approximate socio-econom ic status
within the community:
upper______
middle ' __.
lower
D M /ael
8/14/67
158
SWCEL, MODULE IV
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS
SURVEY SUMMARY SHEET
INTERVIEWER'S RATING .
■ Attention
Adaptation
MOTHER QUESTIONNAIRE
Verbal receptivity
Verbal Productivity
Attention
Adaptation
CHILD TESTS Verbal Verbal
Receptivity Productivity • Attention Adaptation
Number receptivity i • .
Number' productivity . .
Object receptivity ________
Picture story attending . _______
Object Productivity _ _ _ _ _ _ _ _
Story generation _________
Sound discrim ination _________
Story recall ______ ____
Categories ' ______
Picture book attending
DM /ael
8/ 14/67
159
SWCEL, MODULE IV '
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS;.
NUMBER R E C E P T IV IT Y TEST
Put the te s t booklet b efore the child and ask h im to show you the Nth object.
Do not sa y , fo r e x a m p le , "Third is lik e th r e e ." U se only the w o rd s, f ir s t, secon d,
third, e tc . You can have the child put a m ark h is se le c tio n , or you can put the'
m ark on it.' H ow ever, do not in d icate the c o r r e c tn e s s of the r e sp o n se during the
te s t.
. T otal C o rrect
DM /ael
8/14/67
' ■ i
'— ^ \
ho t hi rd g
Show
M O D U I jK I V SWCKJ
^ ' • - 4
fo u r th b u tte r fly .
^ ■jj t C s /
I I \ .
V , |
C W (
,n i . / v > \ y ' / ,
' ■ - - - ' ^
,M / f . M r/ f "
V - f ^ V r f * ■ ? * XV ' A
( H N - i W k , I 1 M
k i ? k i ? m
lursc
0 5
O
Show me the second butterfly.
S' o\v me the f ourth bi r<3.
\\ v
V x.U V .if ftjp^y
162
SW CEL, MODULE IV
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS /
NUM BER PR O D U C T IV IT Y T E ST
P u t the te s t b ook let b efo re the ch ild and a sk h im on e a ch ite m , "How many'
________________ a r e th ere? 1 1 W rite h is r e sp o n se so m e w h e re on the ite m . D o not
in d ica te c o r r e c tn e s s w h ile a d m in isterin g the te s t.
T otal C o r r e c t
D M /ael
i/1 4 /6 7
163
164
<,r
< i
y '
N
* 2
c ' f T
C M i -
. :
C ■ % '•
S J "
\ v -
•~\...
{
* £ * •
, r*
\ A * %
j ! i 4
) r) '» •
V S 4 %
K,
v
* %
« <
« ?
" /
^o^:VS^c
7 j v
// J v ^ ^
/ oO V.O , -'
165
SWCEX, MODULE JV
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS
OBJECT NAME RECEPTIVITY TEST
Plage the booklet before the child. Read the statement on the item to the
child. The child can put a mark pa his selection or you can. . Do not indicate the
correctness of response during the test. . -
Total Correct.'
D M /ael
8/14/67
166
Show me the dog
i
167
Show m e the house
Show m e the m erry-go-rou n d
Show m e the b ig g est dog
'
J ?
W "
, - ; o ■ —
V : V ",-J
• ‘
. ' - r
H i V r ? ,
W , 1
or.ov/ m e
ild est p erson
168
Show me the saddest'hoy
Show me the m iddle sized c.
Show me the thing you cut pupur w itn
169
Show me the circus ter.-
Show mo tho longest rope
/ /
170
SVCEL, MODULE IV
'CHILD INTERVIEW'QUESTIONNAIRE
AND TESTS
• STORY ATTENDING TEST
Sit next to the child so he can se e the book, - The Teddy B ear T w ins, e a s ily .
• Read the story at a norm al p ace. County the num ber of tim es the child is distracted
during the test.
Total Number of D istraction s
I '
D M /ael
S/14/67
171
SWCEL, MODULE IV • .
CHILD INTERVIEW QUESTIONNAIRE ' • •
• AND TESTS • , .
OBJECT NAME PRODUCTIVITY TEST
. Place the booklet before the c h ild .. Point to the'objects in succession, and
ask each tixne, • "What is this? 1 1 Write the fhild* a response in the space to the right
of the picture. Do not indicate correctness during the test. .
. Total Correct .
DM/aei
8/14/67
172
173
174
v'y
X J
c I
C I
C I
n/i
■ > n
r
176
C I
6
r
177
' V ^ l
C I
Til
l7 *x&' 'Pz&fA
‘ '
G >
i t l
IH
. > \
C i
1 7c 9 I
i
SWCEL, MODULE IV.
CHILD INTERVIEW QUESTIONNAIRE '
AND TESTS •
STORY GENERATION TEST
Place-tke -five pictures in the appropriate sequence before
him to look at the pictures so he can tell you a story about them.
;hem for about a minute.
•Write down,verbatum, the story he,tells..
Story:
T otal num ber of w ords
D ^ /ael
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180
the child. . T ell
Let him study
181
/
SWCEL, MODULE IV
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS, 3 /1 4/67 - D M /ael
SOUND DISCRIMINATION TEST •
D irections for A dm inistration:
Situate you rself such that the child cannot see your lip m ovem ents while
giving this test. Pronounce each word of the pair once. If n ecessa ry , coax the
chiid to tell you if the words w ere the sam e or different. Do not repeat any pair of
w ords m ore than once. A failure to respond is scored as an error.
Pronounce each word clea rly , d istinctly and with adequate volum e. Pause
sligh tly between the words in the pair. D o'notput different em phasis on the w ords
in the pair.
T ell the child you are going to. give him a pair of w ords before each presentation.
Tor exam ple, say,' "Now liste n to these w ords. "
Try not to provide feedback to the child as to the co rrectn ess or in correctn ess of
his response.
Instructions to the Child:
Paraphrase the following instructions so that they fit your style of speech and
the child's le v e l of understanding. U se the exam ples provided. If you fe e l m ore instruction
is n ecessa ry , make up m ore exam ples. Do not start the test until the child understands
what he is to do.
T hese are the instructions:
"I am .going to say two w ords. I want you to listen very carefu lly and toil m e if
the words I Say are the sam e word or are different w ords. Now listen . "
COW DOG
"Were those words the sam e or different?" (Wait for answ er but do not c o a x .)
"They w ere different. L e's try two m ore w ords. Now listen . "
CAR CAR
(Pause for the answ er, coax by asking the child if they w ere the sam e or d iffe r e n t.}
"Those w ere the sam e, w eren't they?"
.'o;.v .-.stan to these two word-;"
(’.'.'ait for answ er, coax, tell child yes or n o.)
- . H ., now, let's try som e m ore." (Go into test, but do not give the child anym ore feedback
n -_ to correctn ess of his resp on ses. )
SW C EL, M O DULE IV .
CHILD IN T ER V IEW Q UESTIO N NA IRE
A N D T E ST S t
" 182
SOUND DISCRIM INATIO N T E ST
. WORD PA IR
1. B A F
A a s in 3 A T
2 .. DAT
A a s in HAT
3. DO F
O a s in COKE
4 . BOT
O a s in COCK .
5. B A F
A a s. in BA T
6 . F S B
7. DEC
E a s in PSC-
S. KUR
U a s in TOUR
9. F S B
E a s in PEG
13. SOK
O a s in SOCK
11. REV/
12. HUB
U a s in HUE
13. BA Y
A a s in H AVE
14. .HA 3
- in A T S
15. PA M
• J U P
U a s in C U P .
DOK
O a s in COKE
W A F •
A a s in C A L F
BOK
O a s in COCK
3 E F
E a s in PEG
F E B
GEG
E a s in PEG
KER
E a s in* HER
D E X
E a s in PEG
SOG
O a s in SOCK
REW
H U P
U a s in HUB .
B A V
A a s in H A V E
H EB '
E a s in H EA T
BAM
A a s in SAM
T O T A L
C O RR EC T
C i / 1 * ; / u?
183
SWCEL, MODULE IV
CHILD INTERVIEW QUESTIONNAIRE .
AND TESTS
CONTENT COMPREHENSION AND RECALL TEST
DIRECTIONS:
T e ll the ch ild '/I am -going to read yqu a n ice l i t t l e story and I want
you to l i s t e n very ca refu lly 'so you can te ll me what the sto ry was about when I
f in ish . "
Read the story slo w ly .
When you fin ish , ask the ch ild to repeat the sto ry back to you. Coax the
child if necessary.
Scoring:
The story i s divided into ideas by the vertical lin e s . Check off the id eas of
the story that the child repeats back to you. The r e la tio n sh ip of name to a c t i s not
c r itic a l; i.e., ch ild could sa y , "John watched bushes, " 1 1 Joe watched bushes, 1 1 or
"One boy watched bushes."
STORY:
John and Joe/ w ere w alking on the m e s a ,/ They saw a rabbit/ and the
rabbi t saw th e m ./ They chased i t, / but coul d not catch it. / F in a lly , the rabbit
ran into a clum p of bushes/ and stayed there. /
Joe watched the bushes/ Where the rabbit was h id in g / w h ile John ran hom e/
to get a big netr/ '
When John got back/with the net, / Joe made n o ises/ in the bushes/ w ith a
long stick , / Soon the rabbit jumped o u t./ John threw the net/ and caught the rabbit
in it . / Then the two boys carried the rabbit/ back to the house/ in the net/ and kept i t
as a pet. /
Total Number of Ideas Repeated____________
c/l./o?
t
184
SV.'CEL, MODULE IV.
CKILD INTER VIEW QUESTIONNAIRE
AND TESTS’ ' ’
CATEGORIES TEST
DIRECTIONS: « .
Paraphrase the follow in g in stru ct!oas.to the child: _
"I am going to say three w ords and I want you to t e l l m e what a ll of them are."
"D oll s, teddy b ea rs, and b a lls are a ll what?"
"They are all toys a r e n 't they?'
"Spoons, knives, and forks are what?1 . 1
"They are a ll thin gs to eat with aren* t they?"
"Now, you t e ll m e what these thin gs a re. " (Go into t e s t .)
CORRECT RESPONSE
1 . oranges, a p p les, and bananas are (fruit) _ _ _ _ _ _ _ ■
2 . dogs, cats, and~rabbits are (a n im a ls or pets) . _ _ _ _ _ _ _ _ ________ '_______
3. John, Joe, and Bob'are (boys or nam es) _ _ _ _ _ _ '
4. R o ses, viol ets and-dandelions are (flowers,' p lan ts) ■ • ____________
5. Sausage, carrots, and cookies are (foods) . • ______ -
6. Robins, sparrow s, and crow s are (birds)^ ' _ _ _ _ _ _ _ _ _
7. Cows, m ice, and m onkeys are (a n im a ls) . _ _ _ _ _ _ ___________
8 . Red, yellow , and grteen are ( colors) __________ ___________
9. T rees, g ra ss, and r o ses are (plants) • -
10. Coats, hats, and shoes are ( c l othes) ' ___________
Total __________
DL/ael
6/14/67
185
SWCEL, MODULE IV
CHI LD INTERVIEW QUESTIONNAIRE ■
AND TESTS . , _
PICTURE BOOK ATTENDING TEST
Give the child The Great Big Fire Engine Book and tell’him he can look at it.
Time :he duration o£ his inspection.
Total T im e __________
DM/a el
8/14/67
186
SWCEL, MODULE IV
CHILD INTERVIEW QUESTIONNAIRE .
AND TESTS ; •
A T T E N T IO N 'R A T IN G SUMMARY SH EET '
Rating
1. Inspection of m aterials #*
2. D istraction '• * *
3. : A tten tion . " . *
4. Need for attention rem inder ** ■
Total
^Correct Score=rating
**Correct Score=ten-rating
«j / aoi
8/14/67
Corrected Rating -
187
i
SWCEL
-MODULE IV
CHILD IN T E R V IE W QUESTIONNAIRE
AND TESTS
How c io s e i y d id the c h ild in s p e c t the vi s u a i'm a te r ia l s?
e x t r e m e ly c l o s e l y .
v e r y c l o s e l y
a d e q u a te ly
not too c lo s e l y
b a r e ly g la n c e d at them
DM/a el
i / 1 4/67
SW CEL • -
MODULE IV
CHILD IN T E R V IE W Q UESTIONNAIRE
AND TESTS ...
How fr e q u e n tly w as the c h ild di s t racted .by extran eou
ev en ts or obj ects'? • *
v e r y freq u en tly
qui'te freq u en tly
i
t
so m e of the t im e
little, ~' v.„ tim e
none of the t im e
DM/ael
3/14/67
SW CEL
MODULE IV
C HI LD I NTER.VT EW QUESTIONNAIRE
AND. TESTS . '
How w e ll d id the c h ild attend during the se ss io n ?
I •
(
i
e x tr e m e ly atten tive
q u ite atten tive
a d e q u a te ly atten tive
di dn1 t attend too w e l 1
v e r y in atten tive
D'M/ael
S/14/67
SW CEL .
MODULE IV
CH ILD IN T E R V IE W QUESTIONNAIRE .
AND TESTS
How fr e q u e n tly d id you have to' t e l l the ch ild to lis te n
or p ay attention?
y e r y fr e q u e n tly
qui te freq u en tly
i
!
7— • o c c a s i on ally
* • ■
a l m o st n ev er
n ev e r
D M /aei
8/14/67
191
SVC EL, MODULE IV
CHI LD INTER.VIEW QUESTIONNAIRE
AND TESTS
ADAPTATION RATING SUMMARY SHEET
• Racing
1. E ntrance *
2. R elian ce on m other ' *❖ '
3. N eed for m other ❖ ❖ ' '
<
4. Looking at m other ❖ ❖ '
5. M other's coaxing ' ❖ ❖
■ i— " : •
o, E ase of child. ❖ ❖ _ _ _ _ _
7. Strength of vo ca liza tio n • . *
S. R apidity o f resp o n se *
9. Shyness ❖ ❖ ^
10. C ooperation *
Total
❖ Corrected score= raiin g
❖❖Corrected Score= ten -ratin g
C orrected Rating
Da,/ae..
SWGEL ■ , -
MODULE IV
CHI LD IN T E R V IE W Q UESTIO N NA IRE'
AND TESTS
How e a s ily did the child go into th e'testin g situation?
.very e a g e r ly
w ith so m e enthv. -'.'.sm
approached it indifferently.
I
'w ith som e relu cta n ce
stro n g ly r e s is te d
SV C EL,
MODULE IV
CHILD INTERVIEW QUESTIONNAIRE ,
AND TESTS .
H ow m uch did the child r e ly on h is m other?
to an e x tr e m e ex ten t
cu ite a lo t
so m e
a little
n ot at a ll
194
SYVCSL ,
MODULE IV
CH ILD INTERVIEW Q UESTIONNAIRE
AND TESTS
How long did you fee l, the m oth er w as need ed in the te s tin g room ?
the e n tir e :im e
3 /4 of the tim e
! '
* • - 1/2 o f the tim e
i/"vc O* • iT a X C *
none of the tim e
DM/ael
8/14/67
SW CEL
MODULE IV .
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS
How often did the ch ild look a t the xnothe
a im o s: aj.<. tae tim e
quite freq u en tly
freq u en tly
quite in freq u en tly
n ev er
D M /a e l
3 /1 4 /6 7
196
SW CEL •
M ODULE IV.
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS ...
/
’ How- often did the m oth er have to coax the. ch ild during
. the. s e ssio n ?
on e v e r y ite m
on th e m a jo r ity o f i t e m s .
nr
i
{
freq u en tly
in freq u en tly
I
I
i •
_ i— a lm o st n e v e r
DM/ael
o/14/67
197
SWCEL, -
M ODULE IV
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS
How a t e a s e w a s the c h ild .in the t e s t situ ation ?
v e r y a p p reh en siv e
r e la tiv e ly ten sq
- f — m ild ly anxious
i .
t
i
rea so n a b ly com fortab le
i
! • '
e x tr e m e ly com fortab le
DM/ael
8/14/67
SW CEL
M ODULE IV
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS •
How stron g w e r e the child* c v o c a liz a tio n s?
v e r y stron g
stron g
a v e r a g e
i
L. w eak
l •
v e r y w eak
DM/aei
8/14/67
SW CEL
M ODULE IV
CH ILD IN T E R V IE W QUESTIONNAIRE
AND TESTS '
How r a p id ly d id the c h i ld respond?
yery^ rapi d ly
f a ir ly r a p id ly
rea so n a b ly r a p id ly
s i ow ly
v e r y s lo w ly
DM/a el
8/14/67
SWC5.L .. - ,
MODULE IV
CHI LD IN T E R V IE W Qrtfe^TI ONNAIRE
AND TESTS
* ' t ' .
• • ' J
How shy. w a s tlie child?
e x tr e m e ly sh y
t
I ' . •
.L. . . fa ir ly shy
in d iffe re n t but c o o p e r a tiv e
i
fa ir l y outgo! n
v e r y outgoing
to-
£ w c £ l '
MODULE IV
CHILD INTERVIEW QUESTIONNAIRE
AND TESTS
How coop erative w as the child?
v e ry coop erative
coop erative
follow ed in stru ctio n s but th at's a ll
n iiid ly uncooperative
openly and stron gly uncooperative
201
DM /ael
8/1 4 /6 7
f
202
' SOUTHWESTERN 'COOPERATIVE EDUCATIONAL .LABORATORY
STUDENT QUESTIONNAIRE
Name of Pupil: Sex; ■
Name of School: ' Grade . . _ Ag e : ________
Name of Pueblo (or Community) Where Pupil Lives: • ~ ■
Name of First Grade Teacher: • • ■ . ________________■ ■ ____________________
1. Do you think you will'finish high school— 12 years of school? (Paraphrase If
necessary.) (Circle one below.)
YES NO DON'T KNOW
2. "I would like to give.you a piece of candy. I have two sizes but I don't have enough
of these (Indicating the bigger one) with me today. So. you can either have this one
(the smaller one) right now, today, or, If you want to, you can wait for this one
(Indicating the larger one) .tomorrow." (Repeat Instructions In paraphrase to insure
clarityand display both reinforcements carefully. Be sure to stress that getting
the (smaller) candy today precludes getting the (larger) one tomorrow, and vice versa.)
Okay, which one do you want? (Circle one:) Qne Today Urg#r ^ Toaorrow
3. "I am going to ask you some other questions. These questions are different, from other
questions you are asked in school. There are no right or wrong answers to these
questions. Just listen' to each question and then answer either "yes" or "no". "
(Example: "Do you like to play ball?” (Get an answer and proceed.) "Remember, listen
carefully to each question and answer it either "yes" or "no". If you don't understand
a question, please ask me about it."
(Indicate Y for "Yea" or N' for,"No" for each question below.)
(1) Do you like to take toys to school and show them to the children?
(2) Do you like to tell the other children about some fun things you did?
(3) Do you like it when the teacher asks you something In class?
______(4) Are you as smart as the other kids In your class?
(5) Do you ever get up In front of the class and talk to the children?
(6) Do you ever get nervous or afraid In school?
("Why" might be Interesting to ask here to determine nature of fear.
This would also break up a n y routine established thus far.)
(7) Do the other kids know more answers than you?
(8) Is school hard?
203
(9; I s School fun?
(10) Are you ever scared when the teacher asks you a question in school?
(II.) Do you ever cry in school? (If yes, ask why.) _________________
_(!/:) Do you think you will pass to the second grade?
(13) Do you like school?
(14) "Do you know what a test is?" That's when the. teacher tries to find
o'jc how much you know. Do you like'to take a test?
"Okay, let’s do some other things now. Here are some circles. Each circle stands
for some person. Choose the circle that stands for you. Which one are you?
(Point to the row below and haye child point to the one that stands for him.
Circle that circlei)
0 0 0 0 0
"Allright, here is another group of circles. Which circle is you?"
0
0
0
0
0
"Here are some more circles. This one (pointing to the dark circle) stands
for your father. If this is your father, which one is you? (Point to row
of circles.)"
0 0 0 0 *
"Allright, here is another group of circles. This one (the dark one) is your
father, which one istyou?".
•
. 0
0
0
0
204
6. "Okay-, now look at these circles. In this group/of circles, the dark one stands for
your mother. If this (pointing) is your mother, which one is you? Which circle
is you?"
0 0 0 0 0
Now, this one (pointing to the dark one) is your mother. Which one is you?
' . • o ' '
0
• 0
0
. 0
7. Do you think you are more like your father or more like your mother?
(Circle one.)
FATHER MOTHER ABOUT THE SAME I DON'T KNOW
8. "Let's pretend there is a magic man who can change you into anything you want to be.
What would you want to be? Please tell me in one word. (Record word in space below.)
9. Would you rather have a penny today or wait until tomorrow for five cents?
(Circle answer below.)
One Cent Five Cents Don't know
10. Would you rather have 25f right now,- or wait until next week for $1.00?
25c $1.00 Don't know
11. Now, tell me. Would you rather wait for a real big gift much later or would you .
rather have a smaller gift now? .
Big gift l?ter Smaller gift now Don't know
12. "I have something in mind. I am closing my eyes and thinking of it...it is
something you might agree with or that you might disagree with...you might
disagree with what I'.m thinking or you might agree with it...
If you agree, say YES; if you disagree, say NO. Now I'm thinking of it
(closing your eyes). (Record answer below.)
YES NO
205
13. "Now, I have something else in mind, I am closing my eyes and concentrating and
thinking of it...it is something that you might agree with or that you might
disagree with...you might disagree with what I'm thinking of or you might agree
with it....Mow I'm concentrating on'it (closing eyes). ' If you disagree, say NO;
if you agree, say YES.
no ' yes . . . _
14. What do you really think you will be when you growi. up? ■
15. "Listen to the following questions and answer either YES or NO."
______(1) ' Do you believe you can be whatever you want to be when you grow., up?
(2) If another kid was going to hit you, could you do something'about it?
(3) Can you sometimes make people do what you want them to do?
(4) When somebody gets mad at you, can you do something to make him your friend
again?
_______(5) Will people usually let you do what you want if you ask them?
(6) Is there a good fairy who can make good things happen to you?
(7) Is there a bad fairy that can make bad things happen to you?
(8) When you want to do something, do you usually make up your own mind or do
" you ask- somebody first? (Circle one.)
MAKE UP OWN MIND ' ASK SOMEBODY FIRST.
SOUTHWESTERN COOPERATIVE EDUCATIONAL LABORATORY, INC.
Parent Interview
Richard M. Wolf USC
SWCEL Revision 9/67
Statement of Purpose: This is a study of differences in .home backgrounds of
first year elementary school Children. We are trying to get an estimate of
the variety of home situations in your community. The reason for this is to
have the schools take this kind of information into account in planning
educational programs. Thus, this study is for research purposes to aid in
teaching your child more effectively. . We guarantee that we won't give this
personal information, as such, to the school!
Please answer as best you can.
1. How many children do you have? What are their ages? Sexes? In what
grades are they? In what schools? Note: if not. in school, determine
n
whether employed and/or separated from the family. Note, record infor
mation on opposite side.
Pointing out the Subject: We are going to talk about your first grade child
Inane him). We will probably be referring to the others on occasion, but
our discussion will be mainly about . . . (name).
2. How is he doing in school? In which subject do you think he will do
best? In which do you think he will do worst?
4. How has he/she done in fchool so far? What grades would you like him to.
gat? What grades do you expect he will get?
Best Worst
3. What subject do you think he will improve in?
Most Least
Expect Satisfy
5. How do your other children generally do in school?
□
207
6. What organizations or clubs, if any, do you belong to (PTA, Church, Political,
•«.)?
Dots your'child, know what you do. in these organizations? Yes No
How?
7.. What ara your favorite recreation pastimes? Your husband's?
What recreational activities do you and your family engage in on weekends
□
together? What places have you visited on weekends during the past six
months? Why?
8. Do you.usually plan your weekends and vacations ahead of time?
How often? Who makes the plans?
□
9. Whore have you, as a family, traveled during the past two years?
Why were these places chosen? What specific activities take up most of
your tins et these pieces?
□
10, ■ Whgt newspapers and/or magazines do you subscribe to?
Do you encourage your child to read them? If so, how?
□
£o yQU discuss the articles or stories in them in his presence? (Give
exasiples). Does your child ever participate in these discussions--vs.
listening?
11. Does your child ta!*n any lessons--musical, dance, academic subject?
If so, whet? How long has he teken these? How did he get started in
| | this area?
208
12.. What hpbbies,, if any, does yopr child have? How long has he been interested
in this?
j*1 - —i What seemed to get him started in this area? (Note parent initiation)
13. What kinds of toys, games, books, pamphlets, etc., have you bought for your
child in the past two years? (Include birthdays and holidays) Give examples.
| 1 Preschool'period? -— List.
14. Does your child have a library card? If so, how long has he had it?
How did he coma to get this card? (Note parent initiation)
□
Do you remember the first few times he went to the library? Did anyone
accompany him? Who?
What -kind of hooks have you encouraged him to read?
Where else does he obtain reading material?
Do you still read to him? Does he read to you? How often?
15. What appliances do you permit him to operate?
How long have you. allowed this?
□
16. Do you ask your child problems related to school subjects that he is
required to answer or solve on his own? Give examples.
n
209
17. Does your child have a desk of his own? If not, where does he study?
What kinds of supplies are available for him to work with? (Observe)
paste ____compass ruler
paper ■ . protractor crayons
paints ____others (specify)
18.' Do you have a dictionary in your home? If so, what kind?
Does your child have a dictionary of his own? If so, what kind?
□
Where are they kept?
How ofted does your child use the dictionary? How often do you?
When- the chiid uses the dictionary, at whose initiation--his or yours?
What other ways does your child have of learning new words? School,
relatives, etc.
Home dictionary: Yes- No Child's dictionary: Yes No
D
"Y" or "N"
□
19, Do you have an encyclopedia in your home? If so, when did you get it?
Why? Do you buy yearbooks to accompany the encyclopedia?
□
Where Is it usually kept? How often dp you use it?
How often does your child-use it?
"Y" or "N"
□
20. Do you have an almanac or fact book? If so, when Was it purchased?
Who uses it? When?
□
What other sources of reading material does your child have available '
to locate answers to his questions--library, friends, etc.?
21. Do you have any workbooks or other kinds of learning materials which you
use to help your child in his learning?
□
What other steps, if any, do you take to insure that your child keeps
up in his school work?
210
22. Does.your child receive homework? Do y'ou help him with these assignments?
How much time do you find to work with him on these assignments pur week?
□
How much' time do you and your husband spend providing direct help to your
child in his school learning on weekdays? - On weekends? Also ask for
preschool and primary grades.
22. How often do you and your husband discuss your, child's progress in school?
What generally results from such discussions?
□
24. Have you had any experience in teaching? What?
Your husband?
□
22. When does your child usually eat dinner on weekdays?
Who eats with him?
Who do., too.t of th. t.Iking at th® dltinttr t.ble? —
26. At what other times are you together as a family on weekdays?
What are some of the things you do together at these times?
□
27. What are some of the activities your husband engages in with the child on
weekdays? On weekends?
□
211
6
28. Are there any adults outside of you and your husband that your child is
particularly friendly With? If so, what dods he seem to like about then?.
□
What do you see as this person's special qualities?
How often does your child see them? What does he do when he's with them?
29. Did any other adults, live with you when your child was young? If so; who?
How long did they live with you? What was the age of the child when they
□
left? (Note: If the child was.close to them, ask the following questions)
How much schooling did they have? How would you rate their use of
language?
30. Did you have a job outside the home when your child was younger? If so,
who took care of the .child?
31. Did you read, books to him when he was younger? If so, when did you start?
When did you stop? How regularly did you read to him?
Hours|
32. About how many hours a week does he' usually watch TV? What are his favorite
programs? Do you approve of them? If not, what do you do about them?
33. What are your favorite TV programs? Did you recommend that your child
watch any particular program? in the past week? If so, which ones?
— . Did you discuss any programs with him after watching them?
212
34. How would you describe your child's language usage?'
□
Dio you help hln to Increase his. vocabulary? If so, how?
How have you helped him to acquire appropriate use of words and sentences?
Are you still, helping him in these respects? If.so, how?
□
. 35. How much would you estimate you correct him in his speech? ex. use, of
"ain't" etc. How particular are you about your child's speech?
Are there particular speechihabits of his that you are working on to
improve? Give examples, if so. Earlier?
□
36. Do you speak any language other than English in the home? If so, which
one? Does the child also speak this language?
37. How much schooling do you wish your child to .receive?
38. How much schooling do.you expect your child to receive?
39. What is the minimum level of education that you think your child muat
receive?
40. Do you have any ideas about the kind of work you would like to see your
child do when he grows up?
Do you have any ideas about the kind of work you;.would not like your
child to do?
□
□
41. How does your husband feel about the kind of work he's doing? Is this
the kind of work he always wanted to do?
42. How do you feel, in general, about the accomplishments of your family?
How far have you been able to accomplish the aspirations or plana with
which both of you started your family life?
213
4 3. How important: has education b e e n ‘ in achieving these goals?
How rnvCh importance, is education' going to have in the l i f e o f your child?
Would hi* future status be radically affected if he does not attain the
level of education you wish him to attain?
□
44, What is the educational level: : cn£ta$me_j>f your close friend9 and relatives't
43. Do tny of cheir children go to college qr have they?
□
Are there any who did hot attend college?
.Are there any who did not complete high school?'
Have you met'with your child's present teacher? I f so , when? W hy?
Poe« the teacher usually i n it i a t e parent-teacher conferences?
If you' a|k for a meeting, io r what purpose?
Whft other ways, if any, are you in contact with the school?
□
4$. Do you know your child's best fric n e s in the neighborhood end school'
Do you approve of them? How would you ra te these children in choir
Do you help your child,in choosing his friends,? I f so, how?
□
□
47. Do you have your child read biographies o f great: people?. It' k o , whose?
Has he any biographies in r.m -. past two months? I f whose?
48, Pid. you hug, 'in.su or speale approvingly lu your -in the pust few
days? I f so , for what reasons?
214
49. What are some of the activities and accomplishments, of your child that
□
you. praise and approve of?. How do you:.do. this?
What things do you find you have to scold him for?
□
SO. Have you thought about what kind of high school program you want your
child to enroll in? If' so, which one? Why?
□
51. H ost often does the school give out report cards? Who usually sign s it
Do both parents see it? In what ways do you use the report card?
52. Do you discuss his school grades with him?
j j What particular things do you discuss with him?
□
53. Do you have college plans for him? If so, what have you done to
financially prepare -for this? In what other ways, if any, do you
prepare him for the attainment of educational goals? (e.g., acquaint
him with colleges, telling him- about what people learn in college, e t
■ — 54. About how often do ybu ask your child how well he is doing in schoolV
I What particular things do you ask him?
□
55. Do you know what textbooks he uses in different subjects in school"
Do you know at the beginning of the school year what things he will be
'studying during the year . . i n each subject? If so, how do you find t h i . ?
out? (Note: get speclfip topics, not subjects, e.g., reading)
56. How much time do you think a child in first grade should devCu.; to hi
studies outside of school each day?
57. Is there any regular amount of time you .mve .your child study each day?
How regularly is it followed?
58. Does he help you in the routine housework? If so, what responsibilitie
does he have?. How punctually does he carry them out?
59. Is the housework distributed among the'members of-the family? if so, w-
did the'planning for such assignments? How regularly are these assign:?
followed? What fac.tors, if any, come in the .way of .carrying out such p
60. How would you rate your child's._habit of completing his work on time, r .
leaving a problem undone, correcting his mistakes, etc?
How did he acquire these habits?
□
61. Do you ever have to .change your own plans for'the sake of your child's
school work? If so, what kinds of plans have you had to change?
62. Have you had to sacrifice any of your major needs or desires such as bu
a new car, giving up a job, etc. for the present and/ or future educati
your child? if so, what did you give up? What were the immediate
consequesces?
63. Are you taking any courses or involved in a hobby? If so, what?
How did you get .involved in this? How are you doing it-formaliy or
informally? . Did you study any subjects or have a hobby du. . w the pasc
tow years? If so, what?
KEYPUNCH INSTRUCTIONS
216
Card C olum ns
1-10
11
12-13
14-15
16-17
18-19
20-21
22-23
24-25
26-27
28-29
30-32
33-35
j 36-37
38-39
40-41
42-43
44-45
46-47
48-50
51
i
j 52
53
54-55
56-57
58-59
60-61
62-64
65-66
67-68
69-70
71-72
73-75
V ariable D esignation
C om plete Identification Code
Punch "lM - (Subject Card N o. 1)
ITPA: A uditory V ocal A utom atic
(Punch 0 to m ake 2-d igit variab le; for exam ple,
if sc o re is 4, punch 04)
ITPA: V isual D ecoding
ITPA: M otor Encoding
ITPA: A u d itory-V ocal A sso c ia tio n
ITPA: V isu al M otor Sequencing
ITPA: V ocal Encoding
ITPA: A u d itory-V ocal Sequencing
ITPA: V isu al M otor A sso c ia tio n
ITPA: A uditory D ecoding
ITPA: F u ll Scale; 3-d igit v ariab le. Punch 0s
w here needed.
Peabody PVT: C eilin g= 3-d igit v ariab le. Punch
0 w here needed.
PPV T: E r ro r s
PPV T: Raw S core
C aldw ell: P er so n a l-S o c ia l R esp o n siv en ess
C aldw ell: A sso c ia tiv e V ocabulary
C aldw ell: Concept A ctivation -N u m erical
C aldw ell: Concept A ctivation -S en sory
C aldw ell: T otal ( 3 - digit)
SWCEL Child Q uestionnaire: B o o k s= l, or 0
(a s circled )
SWCEL Child Q uestionnaire: TV=1, or 0
(a s circled )
SWCEL Child Q uestionnaire: R ad io= l, or 0
(a s circled )
Num ber R eceptivity
Num ber P roductivity
Object R eceptivity
P ictu re Story Attending
Story G eneration
Object P rod uctivity
Sound D iscrim in ation
Story R ecall
C ategories
P ictu re Book Attending: (T his sc o re is total
seconds; is the second sco re shown. The
C ard Colum ns V ariable D esign ation s
217
73-75
76-77
Second Card
C ols.
1-10
11
12-13
14-15
16-17
18-19
20-21
22-23
24-25
26-27
28-29
30-31
32-33
34-35
36
37
38-39
40
41
42-43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
fir st sc o re is shown in m inu tes and seconds;
ignore th is o n e .)
KLAUS TEST - M em ory for D esig n s
END OF FIRST CARD
V ariable D esign ation s
Repeat subject id en tification from card 1, c o ls .
1-10
Punch "2" - Card No. 2.
W olf S ca les: A1
W olf S ca les: A2
W olf S ca les: A3
W olf S ca les: A4
W olf S ca les: B1
W olf S ca les: B2
W olf S c a les: B3
W olf S ca les: C l
W olf S c a les: C2
W olf Scale: C3
W olf Scale: C4
W olf Scale: C5
SWCEL Student Q uestionnaire: High sch ool item
SSQ: Im m ediate v s. delayed rew ard
T e st/S c h o o l A nxiety Scale
S e lf-E ste e m item #4a
S e lf-E ste e m item #4b
S e lf-E ste e m to ta l sco re
F ather ID, item 5a
FathEr Identification, item 5b
F ather ID: T otal
M other Identification, item 6 a
M other identification , item 6 b
M other identification: total
M ore L ike F ath er v s. M other (Item 7)
SKIP on Student T e st Data Sum m ary sheet "Want
to be P re fer en ce (Item 8 )
Reward P re fer en ce (item 9)
Reward P r e fer en ce (Item 10)
R eward P re fer en ce (Item 11)
A cq u iescen ce (Item 12)
A cq u iescen ce (Item 13)
A cq u iescen ce T otal
L ocus of C ontrol Scale - 58 R einforcem ent Strategy
_______________________ __..Total ____ i
APPENDIX 7
SWCEL
2/68
EVALUATION OF CLASSIFICATION FUNCTIONS FOR EACH OBSERVATION
NAVAJO PUEBLO RURAL SPANISH AMERICAN
L a rg est : ' L a rg est L a rg est
O bservation P rob ability Function O bservation P rob ab ility Function O bservation P rob ab ility Function
Num ber Num ber Num ber
1 .99423 1 1 .90682 2 1 .94485 3
2 .87741 2 2 .93705 2 2 .92282 3
3 ,9 4 0 8 4 1 3 .7 2 9 8 4 3 3 .99170 3
4 .99298 1 4 .46624 2 4 .75676 3
5 .97478 1 5 .93375 2 5 .53477 ‘ 3
6 .93306 1 6 .74416 1 6 .9 7 0 3 4 3
7 .90675 7 .9 7 7 0 4 2 7 .99879 3
8 .97916 1 8 .8 3 1 6 4 2 8 .9 7 6 6 4 3
9 .92778 1 9 .78385 3 9 .82498 3
1 0 .97443 1 1 0 .80809 2 1 0 .99882 3
1 1 .68556 1 1 1 .63063 2 1 1 .53041 3
1 2 .41456 1 2 .92418 2 1 2 .97880 3
13 .92801 1 13 .77265 3 13 .9 0 1 9 0 3
14 .72005 1 14 .7 1 0 0 6 2 14 .98639 3
15 .98799 1 15 .67151 2 15 .99416 3
16 .48441 1 16 .34776 * 1 16 .92091 3
17 .6 6 2 5 4 1 17 .8 8 0 7 4 2 17 .99481 3
18 .9 9 3 4 4 1 18 .95537 3 18 .97507 3
19 .95577 1 19 .84231 2 19 .75261 3
2 0 .97536 1 2 0 .81497 2 2 0 .48602 2
2 1 .98314 1 2 1 .58958 1 2 1 .9 0 6 3 5 3
2 2 .94811 1 2 2 .84560 2 2 2 .74065 3
23 .95174 3 23 .95721 2 23 .99732 3
24 .83805 1 23 .98756 2 24 .99786 3
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
NAVAJO PUEBLO RURAL SPANISH AMERICAN
L argest L a rg est L argest
P rob ability Function O bservation P rob ability Function O bservation P rob ability Function
Num ber N u m b e r _________________________ Num ber
.69868 1 25 . 54341 2 25 .97802 3
.79723 2 26 .89761 2 26 .6 1 3 2 4 2
.99537 1 27 .69321 3 27 .41613 2
.9 9 3 9 4 1 28 .91139 2 28 .91775 3
. 55494 2 29 .93190 2 29 .47979 3
.83577 1 30 .8 5 5 9 5 2 30 .77479 3
.99712 1
31 .72576 2 31 .99941 3
. 78004 1 32 .92479 2 32 .99837 3
.94258 1 33 .48084 1 33 .96537 3
.7 1 0 9 2 2 34 .5 5 9 1 4 1 34 .97027 3
.96822 1 35 .80781 2 35 .96025 3
.71038 1 36 .96703 2 36 .97943 3
.60490 1 37 .87909 2 37 .94946 3
.95028 1 38 .89239 2 38 .96119 3
.97369 1 39 .86145 2 39 .99940 3
.97571 1 40 .6 7 1 0 4 1 40 .69325 3
.56861 1 41 .88561 2 41 .95593 3
.67678 2 42 .68208 2 42 .92783 3
.93973 1 43 .99210 2 43 .75997 3
.96542 1 44 .8 7 4 4 0 2 44 .98724 3
.96027 1 45 .85160 2 45 .99838 3
. 58944 1 46 .90745 2 46 .94730 3
.89306 1 47 .59931 1 47 .99406 3
.89521 1 48 .9 6 7 3 5 2 48 .99998 3
.99729 1 49 .80879 2 49 . 90725 3
NAVAJO PUEBLO RURAL SPANISH AMERICAN
L argest L a rg est L argest
O bservation P rob ability Function O bservation P rob ability Function O bservation P rob ability Function
Num ber Num ber Num ber
50 .47658 1 50 .98838 2 50 .9 7 2 9 0 3
51 .96542 1 51 .8 8 4 6 4 2 51 .99103 3
52 .97434 1 52 .80770 2 52 .71094 3
53 .89162 1 53 .88299 2
54 .79459 1
55 .97936 2
56 .82081 2
57 .50695 1
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Garber, Malcolm
(author)
Core Title
Ethnicity And Measures Of Educability: Differences Among Navajo, Pueblo And Rural Spanish-American First Graders On Measures Of Learning Style, Hearing Vocabulary, Entry Skills, Motivation And H...
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Doctor of Philosophy
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Educational Psychology
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