ERIC Number: ED154336
Record Type: RIE
Publication Date: 1978-Mar
Reference Count: 0
Reading Achievement of Non-Project First Graders in ESEA Title I Project Schools.
Garvin, Alfred D.; Manney, Agnes A.
On the assumption that the absence of remedial students in the classroom permits enriched instruction to take place, this study examined the reading achievement gains of those first graders who remain in the classroom while their project-eligible classmates leave for reading instruction. Metropolitan Readiness Test stanine scores were used for pretest and the Metropolitan Achievement Test (Reading) stanine scores were used for posttest. Polling 23 schools, the nonproject children gained an average of over one stanine and the school-to-school average gains ranged from 3.28 to -0.48 stanines. Neither the amount of preschool training nor the range of prior ability among these nonproject children explained any of this variation in gains. School visits after the project disclosed that the greatest gains occurred when the project children left the classroom in a group, while the least gains occurred when they left intermittently throughout the day. Study results support the conclusion that the pattern of scheduling remedial instruction for the project children affects educational experiences of the nonproject children in the same classes. (Author/MAI)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: :Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, March 1978)