Uses of IQ Intelligence Quotient IQ

conclude that one reading expectancy formula was not sufficient for all chronological age groups. 34 Next is McMahon who observed 288 students in 4th grades. She reported that one might expect that linguistic intelligence would be related to reading comprehension given that the linguistic factor is most closely associated with reading. Linguistic intelligence can be described as the capacity to use words, which may include oral expressions, reading, and writing. Linguistic and logical- mathematical intelligences were statistically significantly correlated, so it may be that linguistic preferences were in directly associated with reading comprehension. Students with higher scores on logical-mathematical intelligence were more likely to demonstrate at or above grade-level reading comprehension scores compared with students who scored lower on logical-mathematical intelligence. 35 Then, Hage and Stroud did a investigation which aimed to determine, for a particular set of conditions, some relationships among reading proficiency, verbal, and non-verbal intelligence scores. The tests used in the analyses were the Lorge- Thorndike Intelligence Tests, the Pressey Reading Rate, and Comprehension tests, and the Iowa Tests of Basic Skills ITBS. These tests were administered to 800 ninth grade pupils, comprising the entire ninth grade enrollment, in 10 public schools in Northeastern Iowa. As a result, both reading rate and reading comprehension are positively correlated with verbal and non-verbal intelligence. Verbal intelligence is correlated more highly than non-verbal intelligence with all the reading and ITBS scores. Further, all levels of reading proficiency verbal intelligence scores give a somewhat better prediction of academic achievement than do nonverbal scores, although in the case of arithmetic the difference is so slight as to have no practical significance. 36 34 John Alspaugh and Paul Burge, Determining of Reading Expectancy, The Journal of Experimental Education, No.40, No.4, Summer 1972, pp. 1 —5. 35 Susan D. McMahon, Dale S. Rose and Michaela Parks, Multiple Intelligences and Reading Achievement: An Examination of the Teele Inventory of Multiple Intelligences,The Journal of Experimental Education, Vol. 73, No. 1 Fall, 2004, pp. 41 —52. 36 Dean S. Hage and James B. Stroud, Reading Proficiency and Intelligence Scores, Verbal and Nonverbal, The Journal of Educational Research, Vol. 52, No. 7, 1959, pp. 258 – 262. The other study was conducted by Ratna Wulan who observed the role of intelligence, vocabulary knowledge, attitudes toward reading, and interest in reading on reading comprehension among fourth graders, 9-10 years in age without any visual or auditory disturbances and mental retardation. The survey involved 377 fourth graders from 16 public elementary schools in the city of Yogyakarta. The results showed that those four predictors influenced reading comprehension R = 0.592, F = 50.154, p 0.05, effect size was 35 vocabulary knowledge 29, intelligence 5.4, attitudes toward reading 0.6, and interest in reading 0. 37 There has been some studies investigated which showed that intelligence related to reading comprehension or achievement. However, not many studies have investigated the intelligence, in this case is Intelligence Quotient IQ, and correlates to reading achievement. Moreover, since there has been investigations that revealed the intelligence relates to reading achievement, so this study will examine the relationship between IQ and reading achievement on Extensive Reading course.

D. Thinking Framework

Based on the Binet’s theory which have been explained above, it can be inferred that In telligence Quotient IQ is the measurement of person’s intelligence. The IQ tells how a person develop intellectually. Then, it needs to know the IQ because it is one factor that influences students’ learning process. It also can predict students’ success in learning a subject. Besides, knowing the students’ IQ may help teachers to make a plan in the learning activity. So, it facilitates both teachers and students to reach the learning’s objective. Reading achievement is the result of what students have learned in a class. It can describe how well the students’ comprehend a reading material in class. It usually formed in the score at the end of reading class. Moreover, there are several factors which may affect students to have high reading comprehension and 37 Ratna Wulan, Peranan Inteligensi, Penguasaan Kosakata, Sikap, dan Minat terhadap Kemampuan Membaca Pada Anak, Jurnal Penelitian dan Evaluasi Pendidikan, Nomor 2, 2010, pp.167 – 185.