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ERIC Number: ED169510
Record Type: RIE
Publication Date: 1979-May
Pages: 24
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Do the Effects of Testwiseness Relate More to the Achievement of Remedial, Developmental, or Advanced Readers?
Montferrante, Esther Reese
This study investigated the effects of instruction and practice in test-taking techniques upon the standardized reading scores of 7 remedial, 19 developmental, and 9 advanced reading students in the sixth grade. "The Nelson Reading Test (Revised Edition), Form A" served as a pretest. Both constructed and commercial materials were used to instruct the students for 20 25-minute periods. At the end of four weeks, "The Nelson Reading Test (Revised Edition), Form B" was administered. The data indicated that the improvement in standardized reading test scores for the remedial, developmental, and advanced readers was not statistically different. The study does provide evidence, however, that all groups did benefit from testwiseness instruction. (Author/RL)
Publication Type: Reports - Research; Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: M.A. Thesis, Kean College of New Jersey