ERIC Number: ED050807
Record Type: RIE
Publication Date: 1970-Dec
Reference Count: 0
Survival Skills and First Grade Academic Achievement. Report #1.
Cobb, Joseph A.
As part of a continuing effort to find educationally relevant variables for handicapped children the present investigation focused on the relationship of observable behaviors to first grade achievement. Subjects were 134 first graders who were observed in reading and arithmetic periods (survival skills) for 10 to 14 days. The data collected were correlated with achievement as measured on standardized achievement tests. There was a moderate composite survival skill relationship. A stepwise regression analysis using specific aspects of survival skills behavior as independent variables and achievement scores as dependent variables was performed. In general, a relationship was found between social class, survival skills and first grade achievement. Lower class children were more variable and more predictable in their survival skills behavior than upper class children. The combined variables of sex of child and SES proved to be the most powerful predictors for achievement from survival skills. A mixture of stability and flux characterized the findings regarding survival skills across academic settings. The evidence gained in this study provides support for the theoretical significance of situational variables in accounting for behavior and points to the implications of the practical significance of searching out educationally relevant variables in the classroom environment. (WY)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Educational Labs.
Authoring Institution: Oregon Research Inst., Eugene.; Oregon Univ., Eugene. Center at Oregon for Research in the Behavioral Education of the Handicapped.