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ERIC Number: ED070053
Record Type: RIE
Publication Date: 1972
Pages: 258
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparison of the Effect of Three Approaches to the Teaching of Specific Reading and Study Skills on a Group of Failing Junior High School Students.
Lurie, Lucille
Three methods of teaching reading and study skills to failing junior high school students of average measured intelligence were evaluated in this study. Fifty-nine seventh and eighth grade students, divided into two experimental and two control groups, were taught by one of three methods: (1) traditional literature-oriented reading and study skills class, (2) core curriculum with content area skills development, and (3) content area skills instruction in the reading class. The "Survey of Study Habits and Attitudes" and alternate forms of the "Stanford Achievement Test" were administered a pre- and post-test to measure attitudes and achievement among the four groups. Analysis of covariance was used to measure post-test differences between treatment groups and analysis of variance was used to measure pre- and post-test differences within treatment groups. No statistically significant differences occurred between groups. The group being taught by the second method realized growth in Work Methods (.05). The majority of students being taught by the second and third methods showed limited acquisition of basic reading and writing skills. It was recommended that study skills be taught in conjunction with the content in the subject area classrooms. (Author/DD)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-25,449, MF $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Boston University School of Education