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ERIC Number: ED126480
Record Type: Non-Journal
Publication Date: 1976
Pages: 126
Abstractor: N/A
Reference Count: N/A
Partitioning of Variance in Reading Achievement of Rhode Island Compensatory Education Students among Background, Mental Ability, Program and Parental Involvement Factors.
DeVito, Pasquale John
To investigate the effects of Title I reading programs and the relationships of relevant sets of variables to student achievement, this study sought to determine the unique, and the common, contributions of background, mental ability, program, and parental involvement to the variance in reading comprehension and vocabulary scores for Title I students enrolled in remedial or corrective reading programs. The sample included 877 students in grades four to six in Rhode Island, for whom there were appropriate pretest and posttest scores available from the Gates-MacGinitie Reading Tests. Data were collected via state reporting forms, and the return rate was nearly 100%. Results for the vocabulary analysis indicated that background, mental ability, program, and parental involvement sets accounted for 7%, 13%, 9%, and 9% of the variance, respectively. The figures for comprehension were 7%, 25%, 5%, and 4%, respectively. Negative commonalities found in the analysis of joint contributions are discussed and interpretations given. Recommendations are included for future work in the areas of compensatory education, school effects research, and commonality analysis techniques. (Author/AA)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-18,413, 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
Identifiers - Location: Rhode Island
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I