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ERIC Number: ED051978
Record Type: RIE
Publication Date: 1971-Jun
Pages: 82
Abstractor: N/A
Reference Count: 0
The Long-Term Effects of Remedial Reading Instruction.
Brightbill, Mary
The long-term effects (after 3 to 5 years) of remedial reading instruction were examined. Comparison was made on reading achievement scores and on achievement ratios between a group of 16 former remedial reading clinic students, aged 12 to 20, and a matched group which did not receive remedial instruction. In addition, 45 former remedial readers answered a questionnaire concerning their evaluation of remedial reading instruction. Subjects were administered the Gates-MacGinitie Reading Test and the Iowa Basic Skills Achievement Test, and the results showed that (1) there was no significant difference between the groups' achievement scores in vocabulary and comprehension or between the achievement ratios in comprehension and (2) there was a significant difference in the achievement ratios on vocabulary in favor of the control group. Because of the bias of the sample population and because of the use of different tests for the two groups, no conclusions concerning the long-term effects of remedial reading were made. The majority of the respondents to the questionnaire felt that remedial reading instruction was beneficial over both the short-term and the long-term period. References and appendixes are included. (VJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.
Note: Master's thesis