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ERIC Number: ED010274
Record Type: RIE
Publication Date: 1966
Pages: 166
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
SCHOOL ACHIEVEMENT AND EFFECT OF TYPE SIZE ON READING IN VISUALLY HANDICAPPED CHILDREN.
BIRCH, JACK W.; AND OTHERS
THE RELATIONSHIP BETWEEN VISUAL DEFICITS AND ACHIEVEMENT WAS STUDIED. PARTIALLY SEEING CHILDREN (424) FROM THE FIFTH AND SIXTH GRADES WERE ADMINISTERED FIVE EQUIVALENT FORMS OF A STANDARDIZED TEST CONTAINING SCHOOL-LIKE READING TASKS. A LATIN SQUARE DESIGN WAS USED TO SPREAD THE EFFECTS OF TEACHERS' SKILL IN TEST ADMINISTRATION, PRACTICE, LEVELS OF PUPIL MOTIVATION, AND POSSIBLE EFFECTS OF TYPE SIZE CHANGE. VARIOUS DATA ON THE SUBJECTS WERE OBTAINED FROM THEIR TEACHERS. A COMPREHENSIVE ACHIEVEMENT TEST WAS LATER PRINTED IN TYPE SIZES 12-, 15-, 18-, 21-, AND 24-POINT, AND ADMINISTERED ACCORDING TO THE PREFERENCE OF THE SUBJECTS. THIS TEST WAS ADMINISTERED UNDER BOTH TIMED AND UNTIMED CONDITIONS. DATA WERE COLLECTED ON READING DISTANCE EMPLOYED AND OTHER VARIABLES. STATISTICAL ANALYSIS REVEALED NO RELATIONSHIP BETWEEN THE BEST TYPE SIZE AND ACHIEVEMENT OR BETWEEN THE READING DISTANCE TYPICALLY USED AND TEST SCORES. THERE WAS EDUCATIONAL RETARDATION OF ONE GRADE LEVEL ON A GRADE-TO-GRADE COMPARISON WITH NONHANDICAPPED CHILDREN. OTHER RESULTS, IMPLICATIONS, AND CONCLUSIONS CONCERNING (1) SPECIAL EDUCATION PRACTICES, (2) TEACHER EDUCATION, (3) VOCATIONAL REHABILITATION, AND (4) RESEARCH WERE INCLUDED. (RS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Pittsburgh Univ., PA. School of Education.
Identifiers: PENNSYLVANIA; Pennsylvania (Pittsburgh)