ERIC Number: ED122219
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Self Concept, Informal Education, and Reading Achievement in Grade One.
Pine, Mary A.
The primary purpose of this study was to investigate and describe the relationships between and among classroom organization, self-concept, and reading achievement. Of the 12 classrooms used in the sample, six were organized according to traditional patterns, six were activity-centered. Traditional classrooms were those in which the curriculum and instructional program were determined by the teacher to the degree that the children had to adjust themselves to it. Activity-centered classrooms were those in which instruction was geared to meet individual needs, and in which play was perceived as a valuable learning experience. The total sample was administered the Murphy-Durrell Reading Readiness Analysis, the Thomas Self-Concept Values Test, the reading subtests of the Metropolitan Achievement Test, and the Pintner Cunningham Primary Test. From the findings, it was concluded that activity-centered informal education enhances students' self-concept and produces reading achievement scores equal to or higher than those obtained by children in traditional first grade classroom. (TS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of International Reading Association (21st, Anaheim, California, May 1976)