ERIC Number: ED068896
Record Type: RIE
Publication Date: 1971
Reference Count: N/A
An Analysis of the Effects of Vertical Grade Groups on Reading Achievement and Attitudes in Elementary Schools.
Maresh, Rober T.
An analysis of vertical grade grouping was conducted with 108 pupils in grades one through six. The control group consisted of 107 pupils arranged in a singly graded manner. Three hypotheses stated in null form were: (1) There will be no significant differences in change in attitudes toward reading when comparisons are made between vertically and singly graded classes; (2) There will be no significant differences in change in vocabulary development when comparisons are made between vertically and singly graded classes; (3) There will be no significant differences in reading comprehension when comparisons are made between vertically and singly graded classes. Data were obtained for IQs, attitudes toward reading and reading classes, and performance levels in vocabulary and comprehension. The statistical treatment employed a one-way analysis of variance on both the pretest and posttest data. The results indicated that the organization structure, teaching methods, and materials are but supplemental ingredients in programs that seek to recognize and develop individual talents and potentialities. The major implications reaffirmed the crucial role the teacher plays in learning. (Author/WR)
Descriptors: Elementary Education, Grouping (Instructional Purposes), Reading, Reading Ability, Reading Achievement, Reading Comprehension, Reading Research, Reading Skills, Student Attitudes, Vocabulary
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-20,017, MF $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, The University of North Dakota