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ERIC Number: ED059020
Record Type: RIE
Publication Date: 1971-Jun
Pages: 159
Abstractor: N/A
Reference Count: 0
Tutoring: Its Effects on Reading Achievement, Standard-Setting and Affect-Mediating Self-Evaluation for Black Male Under-Achievers in Reading.
Liette, Eileen Evelyn
The effects of a tutor-tutee relationship on the reading achievement and achievement motivation of underachieving black male children were investigated. A group of 41 tutees and their controls as well as a group of 41 tutors and their controls, all from lower socioeconomic backgrounds, were randomly selected. All subjects were given a nonverbal IQ test and were pretested and post-tested on reading achievement. The tutors and their controls were also pretested and post-tested on two psychological variables: standard-setting and affect mediating self-evaluation for a task of forming words out of 10 scrambled four-letter words in 1 minutes each trial for eight trials. The tutoring was conducted for 12 weeks. Analysis of obtained data yielded the following findings: (1) the tutees made significantly greater gains in reading achievement than their controls (p<.05), (2) the tutors made significantly greater gains in reading achievement than their controls (p<.07), (3) the tutors established a lower and more realistic standard than did the controls (p<.01), (4) the tutors took less time to make self-evaluations, and (5) the tutors did not administer positive self-evaluations more frequently than their controls. Tables, a bibliography, and appendixes are included. (AW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Case Western Reserve Univ., Cleveland, OH. Dept. of Education.