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ERIC Number: ED110934
Record Type: RIE
Publication Date: 1975
Pages: 178
Abstractor: N/A
Reference Count: N/A
Instruction by Tutoring of Third Grade, Bilingual, Inner-City Children in Meaning Vocabulary.
Larson, Anna Marie Gustafson
The relative value of individual or small group tutoring and isolated or contextual phrase presentation on the reading achievement scores, self-concepts, and reading attitudes of 78 inner-city third-grade Mexican-American subjects was explored in this study. All subjects received regular classroom reading instruction, but the contrast group was instructed in mathematics facts during the time that the experimental groups received individual or small-group tutoring on isolated words or words in context. No significant differences were found between individually and group-tutored subjects or between isolated word or context presentation when reading achievement was measured by vocabulary, comprehension alone, and combined vocabulary and comprehension. No significant difference was found between each of the experimental groups and the control group (which received no word instruction). All experimental subjects demonstrated a significant difference between pretest and posttest vocabulary scores. The findings suggested that absenteeism affects school reading achievement, there is a positive relationship between verbal intelligence and reading achievement, and tutoring results in improved self-concepts and attitudes toward reading. (Author/MKM)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-14,132, MFilm-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Illinois at Urbana-Champaign