ERIC Number: ED260382
Record Type: RIE
Publication Date: 1985
Reference Count: 0
The Effect of Diagnostic Inservice Training on Class Reading Achievement and the Number of Lessons Covered.
A study was conducted to determine whether a particular diagnostic assessment and monitoring program would have an effect on class achievement, regardless of curriculum used. The program consisted of a series of criterion-referenced tests coordinated with sequenced lessons in reading, oral language, and arithmetic, with the results charted by skill and pupil. These results formed a basis for ongoing assistance to the teacher by an inservice teacher trainer or supervisor. Conducted in an urban school district with poor pupil achievement, heavy bilingualism, and low pupil socioeconomic status, the study used an experimental pretest posttest comparison group design. All teachers were instructed to use the district's specific language program daily. There were three subtests--phonics, reading vocabulary, and reading comprehension--and a total reading score. Although the comparison group began with higher pretest results in every subtest, the experimental group scored higher in every area except reading vocabulary, and made greater gains in every subtest. However, none of the results reached significance. For the experimental group, covering more lessons in the language program, together with the diagnostic inservice training, resulted in a significant positive correlation between lesson day in program and the posttest scores on every subtest. The more the experimental group teachers covered in the language program, the higher the resulting scores in all areas. (Tables of findings are included.) (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985). Parts of document contain small print.