ERIC Number: ED064700
Record Type: RIE
Publication Date: 1972-May
Reference Count: 0
The Effect of the Michigan Tracking Program on Gains in Reading.
Cohen, Dorothy K.
The purpose of the present study was to investigate whether the inclusion of visual tracking exercise in a remedial reading program would result in significant higher reading achievement scores when compared to a conventional remedial reading program. Seventy-five sixth-grade students, reading a year or more below grade level and potential, made up the 16 groups under investigation. Eight groups, chosen randomly, composed the experimental group which received practice in the "Visual Tracking" and "Word Tracking" workbooks of the Michigan Tracking Program, for 10 minutes at the beginning of each 40-minute reading period. The control group received conventional reading remediation for the entire 40 minutes. The groups were taught by eight remedial reading teachers, each having under her tutelage one experimental group and one control group. The teachers met both groups three times a week for three months. An analysis of test scores on standardized reading tests showed no significant differences between the control and experimental groups, and no statistically significant difference between boys and girls in the experimental group. It was concluded that the use of the visual and word tracking exercises was not warranted. (Tables of data and references are included.)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Michigan Tracking Program
Note: M.Ed. Thesis, Rutgers University, The State University of New Jersey