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ERIC Number: ED131405
Record Type: RIE
Publication Date: 1975
Pages: 117
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparison of a Resource Room, a Remedial Reading Group and a Regular Classroom.
McDonnell, Thomas Emmett
Effects of assignment to a regular classroom, to a resource room, or to a remedial reading group were examined in a study of gains in reading achievement of 49 elementary school boys. Measures used included the Slosson Intelligence Test, the Wechsler Intelligence Scale for Children, the Primary Mental Abilities Vocabulary subtest, and the Gates-MacGinitie Reading Tests. Results indicated significant gains in vocabulary and comprehension grade-equivalent scores for all three treatment groups. For comprehension raw scores and standard scores, the gains were significant in favor of the regular classroom, but there were no significant differences between treatments for total scores. Correlations among the pre- and posttest instruments were also examined. (Author/AA)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-22,569, 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: Ph.D. Dissertation, Saint Louis University