ERIC Number: ED063608
Record Type: RIE
Publication Date: 1970
Reference Count: N/A
The Effects of Directive-Individualized Instruction upon Reading Achievement and Locus of Control.
Tausig, Carl Mulford, Jr.
To develop a practical method of individualizing basal reading materials and to test possible effects upon pupils' achievement and awareness of the locus control of their learning when this method is employed, a fourth grade class received directive helpful teacher responses to their requests for assistance with workbook exercises. A tally of teacher-provided help and records of students' successes and failures in daily work supplied data relating actual behavior and performance to students' beliefs about their control over personal academic achievement. Three classes taught by other teachers served as controls. The experimental group's growth in achievement proved to be significantly greater than that of the controls. All groups made small gains in achieving locus of control, and showed a consistent pattern of more positive than negative scores for internal responses and more negative than positive scores for external responses. The directive-individualized method was judged to allow substantial gains in reading achievement without adversely affecting internal locus of control. (Author/RD)
Descriptors: Basic Reading, Grade 4, Individual Power, Individualized Instruction, Reading Achievement, Reading Instruction, Reading Materials, Student Attitudes, Teacher Behavior, Teaching Methods
University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 71-14,966: MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Illinois at Urbana-Champaign