ERIC Number: ED158861
Record Type: RIE
Publication Date: 1976
Reference Count: 0
The Uses and Limits of Social Reinforcement and Industriousness for Learning to Read. Technical Report #60.
Tharp, Roland G.; Gallimore, Ronald
This report describes a study of the use of social reinforcement to increase the industriousness, and subsequently the reading competence, of children in the kindergarten through third grade classes of the Kamehameha Early Education Program (KEEP) demonstration school. Teacher behaviors, pupil industriousness, and pupil reading performance were measured in the KEEP school and in classes in five Hawaiian public schools. Comparisons between these measures demonstrated that KEEP teachers use more praise than teachers in the public school classes and that KEEP children are more industrious than public school children. There were no concomitant differences, however, in reading achievement scores. It is concluded that, while industriousness is important, it is not a sufficient prerequisite for the improvement of reading skills. It is suggested that improvement in reading achievement will depend on the development of a curriculum appropriate for the Hawaiian and part-Hawaiian populations represented in KEEP and in the Hawaiian public schools. (Author/BD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: California Univ., Los Angeles. Mental Retardation Research Center.; Hawaii State Dept. of Education, Honolulu.
Authoring Institution: Kamehameha Schools, Honolulu, HI. Kamehameha Early Education Project.
Identifiers: Hawaii; Kamehameha Early Education Program
Note: For related documents, see PS 009 533-563 and PS 009 565-573