ERIC Number: ED367734
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
The Effectiveness of Chapter I Pull-Out Programs on Reading Achievement.
Jakubowski, David; Ogletree, Earl J.
The effects of Chapter 1 (Education Consolidation and Improvement Act) reading pull-out programs on the reading achievement of participating students was studied for 30 fifth- and sixth-grade students from a Chicago (Illinois) elementary school serving a low socioeconomic neighborhood with a minority enrollment of 99 percent. Fifteen students had received pull-out reading instruction, and 15 had not. Reading achievement changes were established by comparing scores on the Iowa Tests of Basic Skills (ITBS) from the end of third- and fourth-grades with scores from the end of fourth- and fifth-grades. Findings were tabulated in terms of means, medians, and standard deviations, and statistically significant differences between the mean scores were determined. Overall, the data indicate no significant difference in reading achievement between the pull-out and non-pull-out classes over one year. This study points to the need to continue such research using a larger sample and a longer span of time, particularly because other research has cast doubt on the efficacy of pull-out instruction. One table provides study findings. (Contains 25 references.) (SLD)
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Disadvantaged Youth, Educationally Disadvantaged, Elementary Education, Elementary School Students, Grade 3, Grade 4, Grade 5, Grouping (Instructional Purposes), Minority Groups, Reading Achievement, Remedial Instruction, Research Needs, Statistical Significance, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills