ERIC Number: ED138945
Record Type: RIE
Publication Date: 1976
Pages: 268
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Effects of the Wisconsin Reading Design Comprehension Program on Reading Achievement and Self-Concept of Sixth Grade Students.
Negley, Sandra Anne
The main purpose of this study was to determine and describe the effects of the comprehension component of the criterion-referenced reading program, Wisconsin Design for Reading Skills Development (WDRSD), on reading achievement and self-concept of sixth-grade students. Parametric techniques were employed in a quasi-experimental study involving 44 sixth-grade students in the treatment group (19 boys and 25 girls) and 103 in the control group (47 boys and 56 girls). Analysis of test scores from the Stanford Achievement Test, the Coopersmith Self-Esteem Inventory, the Michigan Educational Assessment Program (MEAP), and the WDRSD indicated that treatment girls scored significantly higher than non-treatment girls in reading and, especially, in spelling. Both treatment boys and treatment girls met the criterion for WDRSD. Girls scored significantly higher than boys in total reading, MEAP, and WDRSD results. There were no significant differences between any groups on self-esteem. (Author/GW)
Descriptors: Competency Based Education, Doctoral Dissertations, Grade 6, Intermediate Grades, Program Evaluation, Reading Comprehension, Reading Programs, Reading Research, Reading Skills, Self Esteem, Sex Differences, Spelling, Standardized Tests
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-30,341, 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
Grant or Contract Numbers: N/A
Note: Ed.D. Dissertation, Andrews University
