ERIC Number: ED130239
Record Type: RIE
Publication Date: 1976
Pages: 180
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
A Comparison of an Extended Individualized Reading Instructional Program with the Regular Reading Instructional Program and Its Effects upon Reading Skills of Selected Black Junior High School Students Who Are Underachieving in Reading.
Small, Lily Burn Titer
The effects of an extended, individualized reading program on vocabulary, comprehension, and total reading skills were investigated in a sample of 39 underachieving, black seventh-grade pupils. No significant differences were found between experimental groups and control groups on any of the measures of reading achievement, but the experimental, individualized program may have enhanced interest in reading. (Author/AA)
Descriptors: Black Students, Doctoral Dissertations, Grade 7, Individualized Reading, Motivation, Reading Achievement, Reading Research, Reading Skills, Remedial Programs, Remedial Reading, Secondary Education
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-22,325, 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
Grant or Contract Numbers: N/A
Author Affiliations: N/A
Note: Ed.D. Dissertation, University of the Pacific
