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ERIC Number: ED064698
Record Type: RIE
Publication Date: 1972-May
Pages: 92
Abstractor: N/A
Reference Count: 0
Teacher-Student Congruency and Its Relationship to Reading Achievement in Grades Four Through Six.
Steig, Janet
Student teacher congruency and its relationship to reading achievement in grades four through six are explored. Two questions were posed. First, do teachers see their students in the same way that the students see themselves? Second, what relationship does this congruency have to reading achievement? One hundred thirty-eight students in fourth, fifth, and sixth grades were given the Iowa Test of Basic Skills. Based on the score of this test, good and poor reading groups were defined as the upper and lower 27 percent of the group tested. These students rated themselves from one to ten on 21 traits on a rating scale. Their teachers rated them on the same scale. Analysis of the data yielded no significant results. Comparisons of the answers to the individual questions obtained by comparing the groups to each other indicated that the good readers were more congruent with their teachers than the poor readers on most questions, and that the good readers' and poor readers' self-perceptions didn't differ as widely as their teachers' perceptions of them. (Author/WR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: M.Ed. Thesis, Rutgers University, The State University of New Jersey