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A Comprehensive Study Of First Graders With Kindergarten Experience And With No Prior Formal School Experience., Reeta Cockrell Brummer

Teacher Education, Educational Leadership & Policy ETDs

The purpose of this study was to determine if there were significant differences in first grade students who had attended kindergarten and those who had had no prior formal school training.

The hypotheses in the study were that there is no significant difference in the areas of (1) achievement, (2) adjustment to school, (3) sociometric choices, (4) readiness for first grade, and (5) mental ability between first grade stu­dents selected for this study who have had kindergarten expe­rience and those who have had no prior formal school training.

Teachers were asked to rank their students in the fall and again …

A Comparison Of The Results Of The Informal Reading Inventory With The Teacher Assigned Reading Level, The Cloze Procedure Level And The Rate Of Reading., Diane Bluestein Brown

Teacher Education, Educational Leadership & Policy ETDs

The informal reading inventory was explored in conjunction with: (1) the teacher assigned reading level, (2) the cloze procedure to evaluate comprehension, and (3) the rate of silent and oral reading. Sixty children in grades two through six were given the informal reading inventory to determine their independent, instructional, and frustration levels. The children were also given written cloze tests on the basis of their school assigned grade level to evaluate their independent, instructional, and frustration levels. During the oral and silent reading selections of the informal reading inventory, the children were timed, and their rate of reading was determined …

An Experiment In Critical Thinking Instruction At Sixth Grade Level, Dorothy Louise Macnevin

Teacher Education, Educational Leadership & Policy ETDs

To test the hypothesis that critical thinking skills and attitudes could be improved through instruction, 61 subjects were given a series of tests before and after instruction in open-mindedness, distinguishing fact from opinion, and drawing accurate conclusions from given information. No control group was used. Instruction involved the use of charts, a flannel board, stories, pencil and paper activities, and films. The "t" test revealed differences between all pre and post-test means to be significant at the one percent level of confidence. Of the variables considered, I.Q., Reading Ability, Parental Occupation, and Sex, the first two were most influential although …

A Survey-Analysis Of Study-Skills Presented In The Teacher's Manuals Of 3 Primary Basal Readers., Lois J. Pride

Teacher Education, Educational Leadership & Policy ETDs

This survey identified study-skill tasks for the primary grades, and investigated three basal reading series to determine provisions made in the teacher’s guides for teaching the skills. An analysis was made to determine: 1.) At what grade level do the various teacher’s guides introduce the skills?; and 2.) With what frequency do the guides reinforce and expand the various skills? An instrument was developed with identified and described each study-skill task appropriate for the primary grades. The study-skills were divided into the broad areas of location of information; organization of information; and following directions leading to the location and organization …

Some Educational Implications Derived From A Comparison Of Adult Spoken And Written Vocabularies, W. Wendell Phillips

Teacher Education, Educational Leadership & Policy ETDs

A comparative study was made of two vocabulary lists, one made up of the English words most frequently used in adult speech and the other made up of the most frequently used English words uses in adult writing within selected groups in the United States. The study was based on A Spoken Word Count by Lyle V. Jones and Joseph M. Wepman and A Basic Writing Vocabulary, 10,000 Words Most Commonly Used in Writing by Ernest Horn. The first 1,000 words of the Jones and Wepman frequency study were compared with a list of 1,000 words derived from the 1926 …

A Study Of The Relationship Between Anxiety And Achievement, Keiko Lendenmann

Teacher Education, Educational Leadership & Policy ETDs

Anxiety interferes with the learning processes and it affects performance in test situations. Yet in today’s test-conscious society, achievement and IQ tests are being used increasingly to evaluate the student, without benefit of information on his anxiety level. The purpose of this study was to investigate the effect of anxiety on achievement.

The sample population was drawn from the fourth, fifth, and sixth graders of an elementary school in the suburbs of a medium-sized city in the Southwest.

The Lorge Thorndike, Level 3 (Form A) was used to obtain the IQ scores. The Science Research Associated, Type B, (Firms C …