{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5108"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5108","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"The Effects of Criterion-Referenced Reading Program on Attitude and Achievement","abstract":"The purpose of this study was to investigate the correlation between the scores of third grade students on a criterion-referenced reading test and their attitudes toward reading. The instruments used were the Spencerport/Houghton Mifflin Criterion-Referenced Test-Read (CRT) and the Fiddler Reading Attitude Questionnaire (FRAT). There were two heterogeneously grouped classes involved, a total of fifty-two students. Statistical analysis indicated that the correlation of the results of the pretests showed a significant relationship between positive attitude toward reading and successful performance on the CRT. The analysis of the post test results failed to show a significant correlation between attitude and achievement. There was no significant difference in the attitudes of the students after participating in the CRT program.","abstract_html":"The purpose of this study was to investigate the correlation between the scores of third grade students on a criterion-referenced reading test and their attitudes toward reading. The instruments used were the Spencerport/Houghton Mifflin Criterion-Referenced Test-Read (CRT) and the Fiddler Reading Attitude Questionnaire (FRAT). There were two heterogeneously grouped classes involved, a total of fifty-two students. Statistical analysis indicated that the correlation of the results of the pretests showed a significant relationship between positive attitude toward reading and successful performance on the CRT. The analysis of the post test results failed to show a significant correlation between attitude and achievement. There was no significant difference in the attitudes of the students after participating in the CRT program.","abstract_has_math":false,"creators":["Garnes, Jeannie P."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Smith, Arthur"],"committee_chairs":[],"committee_members":[],"year":1978,"date_issued":"1978-12-01","date_published":"1978-12-01","updated_at":"2026-07-27T19:03:22Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5108","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Smith, Arthur"]},{"key":"dc:creator","label":"Author","values":["Garnes, Jeannie P."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T21:43:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T21:43:11Z"]},{"key":"dc:date.issued","label":"Date","values":["1978-12-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/5108"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the correlation between the scores of third grade students on a criterion-referenced reading test and their attitudes toward reading. The instruments used were the Spencerport/Houghton Mifflin Criterion-Referenced Test-Read (CRT) and the Fiddler Reading Attitude Questionnaire (FRAT). There were two heterogeneously grouped classes involved, a total of fifty-two students. Statistical analysis indicated that the correlation of the results of the pretests showed a significant relationship between positive attitude toward reading and successful performance on the CRT. The analysis of the post test results failed to show a significant correlation between attitude and achievement. There was no significant difference in the attitudes of the students after participating in the CRT program."]},{"key":"dc:title","label":"Title","values":["The Effects of Criterion-Referenced Reading Program on Attitude and Achievement"]}]}],"canonical_facts":{"dc:contributor.advisor":["Smith, Arthur"],"dc:creator":["Garnes, Jeannie P."],"dc:date.accessioned":["2021-09-07T21:43:11Z"],"dc:date.available":["2021-09-07T21:43:11Z"],"dc:date.issued":["1978-12-01"],"dc:description.abstract":["The purpose of this study was to investigate the correlation between the scores of third grade students on a criterion-referenced reading test and their attitudes toward reading. The instruments used were the Spencerport/Houghton Mifflin Criterion-Referenced Test-Read (CRT) and the Fiddler Reading Attitude Questionnaire (FRAT). There were two heterogeneously grouped classes involved, a total of fifty-two students. Statistical analysis indicated that the correlation of the results of the pretests showed a significant relationship between positive attitude toward reading and successful performance on the CRT. The analysis of the post test results failed to show a significant correlation between attitude and achievement. There was no significant difference in the attitudes of the students after participating in the CRT program."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5108"],"dc:language.iso":["en_US"],"dc:title":["The Effects of Criterion-Referenced Reading Program on Attitude and Achievement"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:03:22Z"}