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ERIC Number: ED110417
Record Type: RIE
Publication Date: 1975
Pages: 40
Abstractor: N/A
Quantity and Quality of Instruction: Empirical Investigations.
Kidder, Steven J.; And Others
This paper discusses a study undertaken to examine the contributions of quantity and quality of instruction to reading achievement. Models of school learning by Wiley and Harnischfeger (W-H) were used in this study. The study sample consisted of fourth, fifth, and sixth graders who had complete data on the major variables under consideration and who had received any of levels one through six of the criterion referenced reading tests. Data on the quantity and quality of instruction were gathered in taped interviews given to all principals, teachers, specialists, and selected teacher aides. The analytical procedures in this study involved improving the data, reducing the number of relevant variables, and deriving the reading progress parameters. Results indicate that allocated exposure time is related to student performance, even while controlling for school, student, and teacher background factors. This suggests that further field exploration of the factors in the W-H model are feasible and will result in refinements of causal relationships. Results also indicated that extra time spent by the teacher with the student has an effect that is tied to student ability. (The data in this report is supported by 15 tables.) (RC)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., March 31-April 3, 1975); Not available in hard copy due to marginal legibility of original document