Achievement is determined by working systems assembled from developing ability- and valuing-systems. Development of these subsystems is characterized by quantitative and qualitative changes. Ability- and valuing-systems are interlocked so their interaction may either promote or inhibit achievement. Achievement outcomes depend on the extent to which the child's environment has supported his acquisition of suitable subsystem components and dynamics.
Get full access to this article
View all access options for this article.
References
1.
Singer, H. Substrata-FactorReorganization Accompanying Development in Speed and Power of Reading at the Elementary School Level, final report covering contract no. 2011, U.S. Office of Education, U.S. Department of Health, Education, and Welfare1965, pp. 104–126
2.
Holmes, J.A., and Singer, H.The Substrata-Factor Theory: Substrata Factor Differences Underlying Reading Ability in Known Groups at the High School Level, final report covering contracts no. 538 and 538A, U.S. Office of Education, U.S. Department of Health, Education and Welfare, 1961.
3.
Holmes, J.A.Factors Underlying Major Reading Disabilities at the College Level. Genetic Psychology Monographs, 49:3–95 (first-half), 1954.
4.
Davis, F.R.Substrata-Factor Theory: A Neurological Model, Reading and Inquiry, Proceedings of the Tenth Annual Conference of the International Reading Association, 10: 319–322, 1965.
