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ERIC Number: ED117677
Record Type: Non-Journal
Publication Date: 1975
Pages: 280
Abstractor: N/A
Reference Count: N/A
The Effect of Instruction in Test-Taking Skills on the Standardized Reading Test Scores of White and Black Third-Grade Children of High and Low Socioeconomic Status.
Yearby, Mary Elizabeth
The problem under investigation was to determine the differential effects of three types of treatment on students' test-taking skills. The study also investigated whether test-taking instruction would result in significant mean test score gains on a standardized reading test for white and black, high and low socioeconomic status (SES) third-grade children. The sample consisted of 275 white and black, high and low SES third-graders from six elementary public schools in a midwestern urban school system. Generally, the results indicated that the test-taking skills of some students can be significantly increased through systematic instruction. The extent of increase appeared to depend on such variables as SES, race, and sex. The data indicated that the apparent gains in test-taking skills did not transfer in terms of expected equivalent levels of performance on the Gates reading test. (Author/RB)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-23,438, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A