ERIC Number: ED047920
Record Type: RIE
Publication Date: 1970-Sep
Goal-Setting Behavior, Achievement in Reading, and Attitude Toward Reading Associated with Individual Goal-Setting Conferences. (Part 1 of Two Parts.)
Gaa, John Powers
Part 1 of a study designed to investigate the effects of individual goal-setting conferences on attitude toward reading and on reading achievement includes the introduction, review of literature, and descriptions of methods and results. Two parallel studies were conducted, the first using third and fourth graders and the second using first and second graders. Subjects were blocked by sex and previous reading achievement and assigned to three treatment groups: (1) weekly individual goal-setting conferences, (2) weekly individual conferences without goal-setting, and (3) control. All groups had the same classroom treatment. Reading achievement was tested by an experimenter-devised test and by appropriate subtests of the Wisconsin Tests of Reading Skill Development. Attitude was measured by the Primary Pupil Reading Attitude Inventory and by an experimenter-devised scale. Effects of goal setting were also measured. The results showed that pupils in group 1 set fewer goals, experienced less discrepancy between goals set and achieved, but also indicated less confidence in the ability to achieve goals. With respect to reading achievement, younger children showed significant differences on standardized and experimenter-designed measures, but older children did not. No significant differences in attitude were found. (Author/MS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.