![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The purpose of the study was to investigate the relationships between motivational, personality, and selected variables and retardation in reading achievement. The Ss were one hundred junior high school boys: fifty Caucasians and fifty Negroes. Forty-three variables were submitted to a factor analysis, which yielded fifteen factors. The five factors which were related to reading problems suggested that inadequate readers had verbal deficits, came from low socioeconomic status homes, and adopted one of three adjustive patterns to their reading disability (aggressiveness, negativism, or passivity). Some of the factors were more descriptive of one racial group than of the other.