Education Commons^™

The Effect On Reading Achievement Of A Special Grade-One Program In The Othello Schools, Ruth A. Danielson

All Master's Theses

Distar, Play Therapy, and Elemode, a perceptual-motor program, were used with small groups to increase reading achievement. Subjects scored 50 or below on the Metropolitan Readiness Test in 1970-71.

Evaluation of the treatments and their effect on the total first-grade class was based on each pupil's achievement score obtained from the Metropolitan Readiness Test and Stanford Achievement Test raw scores. The comparisons, using the 1968-69 class as a baseline group, showed no significant differences in reading achievement.

The Cloze Procedure And Informal Reading Inventory: A Correlative Study, Robert D. Elzenga

All Master's Theses

This study compared the cloze procedure and informal reading inventory at reading levels ranging from third through seventh grade. Twenty-four elementary students, judged by their teachers as not having reading difficulties, were selected from fourth, fifth, and sixth grade classes and. administered the two test instruments. The correlations, at each reading level were not significant at the .01 level as determined by the Pearson Product-Moment formula. Recommendations included the use of more subjects and suggestions for additional research.

Effectiveness Of The Edl Study Skills Library In A Seventh Grade Reading Program, Robert Winn Elfers

All Master's Theses

This paper presents an evaluation of a study skills program used in a seventh grade reading class. This program is designed to teach study skills on an individualized basis, allowing the student to work at his own pace and on his own level. Two groups of students were involved. The group using the program showed slightly higher improvement on the post-tests. Recommendations included using the program in a reading class and that the teacher closely follow the progress of each student.

The Effect Of Oral Reading Rate Feedback On Reading Performance, Kristi M. Anderson

All Master's Theses

An attempt was made to determine the effects or oral reading rate feedback on reading performance of third grade children in a self-contained classroom, using self-selected materials. Two measuring devices were used. The Botel Reading Inventory (Word Opposites Test-Reading) showed a mean gain of 1.75 grade levels. The oral reading rate mean increase was 57 words per minute. All students achieved at third grade level or higher.