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ERIC Number: ED126482
Record Type: Non-Journal
Publication Date: 1976
Pages: 99
Abstractor: N/A
Reference Count: N/A
An Investigation of the Effectiveness of Personal Attention by Reading Teachers Upon Student Attendance and Academic Achievement.
Grano, Vivian
The effectiveness of personal attention from reading teachers in increasing student attendance and scholastic achievement was investigated in a study of 98 students in 15 New York City high schools which receive Title I, and New York State, funding for remedial reading. Each of 49 remedial reading teachers initiated a relationship with a randomly selected reading-lab student, meeting with the student twice a week for a period of 15 weeks, for at least an hour of personal, nonstructured, friendly conversation. A control group consisted of 49 randomly selected students from the same classes. Pre- and posttests in reading were given to both groups. Results indicated that students receiving personal attention did not show significantly better school attendance, drop-out rates, or progress in reading. They did, however, show significantly better attendance in their remedial reading classes, in the third, and final, marking period, and passed significantly more classes during the same marking period. (Author/AA)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-17,899, 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 - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I