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ERIC Number: ED124933
Record Type: RIE
Publication Date: 1975
Pages: 171
Abstractor: N/A
Reference Count: N/A
Analysis of Teacher Expectations and Reading Achievement in First Grade.
Robinson, Gloria Jean
The effect of teacher expectations on first graders' reading-achievement levels was the focus of this investigation. An original instrument was devised to measure the degree to which teachers believed that certain factors influence reading achievement. Thirty-two teachers were divided into two groups: sixteen teachers who frequently agreed with statements positing the link between certain factors and expected reading achivement and sixteen who frequently disagreed with statements that these factors are influential. Data collected on 697 students included scores on the Metropolitan Readiness Test, sex, ethnic origin, order of birth, area of residence, parent occupation, socioeconomic level, attendance in kindergarten, age at entry to first grade, and scores on the Gates-MacGinitie Reading Tests. According to data, the student population was generally more successful in learning to read with teachers who expected greatest differences as a function of these factors, although students with low readiness ratings fared better with a teacher who expected few differences. Sex, parent occupation, area of residence, ethnic origin, and socioeconomic level apparently exerted influences on reading regardless of teacher expectations. (Author/KS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-16,475, MF $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: Ed.D. Dissertation, Ball State University