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ERIC Number: ED072425
Record Type: Non-Journal
Publication Date: 1971
Pages: 146
Abstractor: N/A
Reference Count: N/A
The Effect of Diagnosis on Reading Achievement.
Hawkins, Virginia Kruchten
Twenty-eight fifth and sixth graders who had attended the University of Illinois Reading Center for an analytical diagnosis of reading difficulties were compared with a group of 33 students at the same grade level who had not had the benefit of diagnosis beyond the survey level to determine (1) whether the analytical level of diagnosis could produce a greater gain in reading skills and (2) whether additional improvement would be likely within a few months when the classroom teacher followed the recommendations made as part of an analytical diagnosis. The students in both groups were chosen on the basis of a discrepancy between their reading achievement and reading expectancy scores. Reading achievement, grade equivalent scores were obtained by using the subtests V and R of the Iowa Test of Basic Skills. A measure of capacity was supplied by the Lorge-Thorndike Intelligence Tests. Differences, when compared by groups and test dates, favored the experimental group, which also exhibited a three month greater gain in reading scores. No pattern of responses could be determined that would establish the effect of the written recommendations on the gain shown by the subjects in reading. (Author/HS)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-12,201, MFilm $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