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ERIC Number: ED025375
Record Type: RIE
Publication Date: 1968-Apr
Pages: 8
Abstractor: N/A
Reference Count: 0
Self Concept Gain Scores and Reading Efficiency Terminal Ratios as a Function of Specialized Reading Instruction or Personal Interaction.
Smith, Phyllis W.
The impact of specialized reading instruction or personal interaction upon reading efficiency ratios and self-concept scores was studied. Eighty-five fourth-, fifth-, and sixth-grade boys of average intelligence who were underachieving readers were placed in one of three different groups--Reading Instruction, Personal Interaction, or Control. The Reading Instruction Group received instruction planned for an individual's specific needs; the sequential development of reading skills based upon successful experiences was emphasized. The Personal Interaction Group received no instruction, but participated in such pupil-teacher planned activities as games, drawing, and tape recording. Each group met for 25 half-hour sessions. The Control Group subjects attended their regular classes only. Multiple linear regression analyses were drawn. Gains in reading efficiency were made with all methods of instruction. The Reading Instruction method was superior according to an informal reading inventory and to the Spaulding Self-Concept Inventory. The Personal Interaction method proved superior for a few subjects with low pretest Spaulding Self-Concept Inventory scores. Some subjects with high self-concepts were affected negatively upon removal from the classroom. References are included. (CM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at International Reading Association conference, Boston, Mass., April 24-27, 1968.