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ERIC Number: ED120722
Record Type: RIE
Publication Date: 1975
Pages: 169
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Individualized Instruction as a Factor in Self-Concept, Reading and Cognitive Ability Development of Inner-City Pupils.
Dixon, Margaret Carrie Rowe
In this study concerning individualized instruction, forth fifth graders who had been taught language arts by an individualized instructional system since first grade were the experimental group. The control groups were of the same socioeconomic status and racial composition but had been taught by traditional methods of instruction. To assess self-concept, reading comprehension and cognitive abilities of research subjects, the following instruments were administered: the Lie Scale and three subscales, General Self, Social Self-Peers, and School Academic of the Coopersmith Self-Esteem Inventory; the Reading Comprehension subtest of the Iowa Tests of Basic Skills; and the Verbal Battery of the Cognitive Abilities Test. After analyzing the data, it was concluded that, when compared with control groups, children who had experienced an individualized instructional system exhibited no significant difference in mean performance on three of four measures of self-esteem, but evidenced higher mean performance on the reading comprehension measure. Within control groups, self-concept was related to reading comprehension and verbal abilities. (Author/TS)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-9385, 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
Note: Ph.D. Dissertation, The University of Michigan