A Comparative Study of the Relationship of Class Scheduling and Reading Achievement For Two Groups of Eighth-Grade Remedial Reading Students

The purpose of this study was to examine scheduling practices and their relationship to the reading achievement scores of junior high school remedial reading students. The data were gathered from the three reading scores of the Metropolitan Achievement Test, Reading Section, Advanced Edition, Form F. The subjects of the study were divided into two groups. Group I attended remedial reading classes on a daily schedule for one term. Group II attended remedial reading classes on an alternating schedule for two terms. The data gathered from the two groups were compared using analysis of covariance. Although there were differences in the scores, none of the F-ratios reached a level of significance. Therefore, the conclusions were that for the comparison scores of the two groups studied, on Total Reading, Word Knowledge, and Reading, there were no statistically significant differences.

Name thesis:degree_name

Master of Science in Education in Literacy

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Reading, Foundations, and Technology

Year

1977

Author dc:creator

• Stauffer, John R.

Contributors dc:contributor

• James Layton

• Other Education

Statement dc:rights

• © John R Stauffer

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/407

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1408