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ERIC Number: ED126434
Record Type: RIE
Publication Date: 1976
Pages: 138
Abstractor: N/A
Reference Count: N/A
The Effects of Individualization, Teacher-Directiveness, and Learner Support on First-Grade Reading Achievement.
Larrivee, Barbara Ann
Designed to provide data establishing the effects of individualization, teacher directiveness, and learner support on reading achievement, this study utilized 118 first-grade classrooms representing 44 schools located in suburban, rural, city, and inner city areas. Measurement of the three dimensions of the classroom environment was achieved through a dichotomization of observational data into high and low categories. Descriptive data revealed first-grade classrooms to be generally characterized by teacher directiveness, a substantial amount of learner support, and limited individualization. Student outcome measures of reading achievement from 67 classrooms revealed that significant differences existed between the two teacher-directed groups, with low teacher directiveness favoring high performance on standardized achievement tests. A comparison of the combined patterns of teacher directiveness and learner support revealed that the presence of low teacher directiveness and high learner support produced average grade equivalency scores which were a full year higher than those of any of the other three combined patterns. (Author/KS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-14,701, 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, University of Massachusetts