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ERIC Number: ED057096
Record Type: Non-Journal
Publication Date: 1971-Sep
Reference Count: N/A
Use of an Individualized Reading Program Under Voluntary Complete Integration: Effects on Third Grade Pupils and Teachers.
Goolsby, Thomas M., Jr.; Frary, Robert B.
This study was an attempt to assist a rural county school system in central Georgia with instruction at the third grade level in reading skills development after voluntary and complete integration. Specifically it was to (1) determine the general nature of the integration process in the county and its topical relationships and effects upon instruction, (2) determine the effects of an individualized reading program on teachers and pupils and (3) determine the quality and utility of the reading program. It was found that the experimental materials (Individualized Reading Skills and Social Science Curriculum) and teacher treatment had a strong effect on achievement. (See TM 000 941, TM 000 942, TM 000 943 for the questionnaires used in the program.) (DLG)
Descriptors: Achievement Tests, Behavioral Objectives, Desegregation Effects, Grade 3, Individualized Instruction, Instructional Materials, Program Evaluation, Questionnaires, Reading Achievement, Reading Programs, Reading Skills, Reading Tests, Rural Schools, School Desegregation, School Districts, Sex Differences, Socioeconomic Background, Teacher Evaluation, Teaching Methods, Verbal Ability, Voluntary Desegregation
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Georgia Univ., Athens. Center for Educational Improvement.
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills; Iowa Tests of Basic Skills