Personality, Reading Ability and Response to Classroom Lessons among a Residential Sample

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Abstract
When normal readers and very poor readers in a residential school for delinquent boys were compared on personality measures it was found that the poorer readers were significantly lower on irritability, psychoticism and a global measure of aggression and hostility than the normal readers. They were also higher on a ‘lie’ scale which further analysis appeared to link with positive responses to lessons among the total sample. Teachers reported the lower achievers to have less ability regarding concentration and to be more fearful of new experiences. Poorer interpersonal relationships as measured by self-reported aggression and hostility among the group as a whole were associated with a negative response to classroom activities.