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ERIC Number: ED140217
Record Type: RIE
Publication Date: 1976
Pages: 114
Abstractor: N/A
Reference Count: N/A
Relationship between Student Participation in a Secondary School Reading Program and Selected School Performance Variables.
Guy, Marilyn Jean Walter
Forty-nine sophomore students identified from reading and nonverbal IQ scores received remedial reading instruction, based on individual, diagnostic reading evaluations, in small classes of 10 to 15 students for one hour each day of the school year. Thirty-four received remedial instruction for the full academic year; 15 received instruction for at least nine weeks but for less than a full academic year. A control group was matched with the experimental students for sex, grade level, reading achievement, and nonverbal IQ. A variety of data was gathered, including reading and IQ scores, grade point averages, school absences, class cuts, suspensions from school, and attitudes toward reading. Results indicated that remedial reading instruction in grade 10 did not significantly affect reading achievement in grade 12 or school-related behavior as measured by the selected behavior variables. Results were interpreted as supporting previous findings that short-term compensatory education does not produce significant long-term effects on objective measures of achievement or on school-related behavior. (Author/AA)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-30,304, 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, The University of North Dakota