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ERIC Number: ED044181
Record Type: RIE
Publication Date: 1970-Apr
Reference Count: 0
Developmental Skill and Achievement Differences of Children Identified as Excellent, Good, and Average in Reading and Arithmetic Achievement. Study Number Three.
University City School District, MO.
This study sought to identify: (1) specific developmental skills or patterns of skills which contributed significantly to success and nonsuccess in reading and arithmetic, and (2) relationships of excellent, good, and average achievers in reading and arithmetic to success in other aspects of achievement. A complete assessment battery (ITPA, PPVT and tests of auditory discrimination, visual-motor integration and motor coordination) was given individually to 103 boys and girls before they entered kindergarten. The children were identified as excellent, good, or average achievers by a tabulation of grade equivalent scores on the Stanford Achievement Test given at the end of the first primary year. Analysis indicates that ITPA-3 which measures ability to complete verbal analogies, differentiates between achievers in 11 of 12 comparisons. There appears to be a threshold in certain reading and arithmetic skills which separates the excellent and good achievers from the average, and for which sex differences are shown. More developmental skills tests differentiated the three groups of achievers in arithmetic than in reading, and differentiated among boys more than girls. Girls who rated average in one aspect of achievement tended to maintain an average level in other aspects of achievement. (Author/NH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: University City School District, MO.