The study was undertaken to determine If the only child and the eldest child in a family would score significantly higher on a standardized reading test than siblings occupying other positions in the birth order. Eleventh grade students at a public high school in a southwestern county in Georgia were surveyed as to whether they were the only child, the eldest child, or occupied another position in the familial birth order. From these surveys, the students were randomly assigned to three groups: Group 1 consisted of 30 only children (16 males, 14 females); Group 2 was comprised of 30 eldest children (15 males, 15 females); Group 3 included 30 students (15 males, 15 females) who occupied various other positions In the birth order.
The National Percentile Rank of the reading score on the Tests of Achievement and Proficiency (TAP) was recorded for each student. Percentile scores were then converted to a normal curve equivalent score. A two-way analysis of variance demonstrated that the only significant difference was between Group 1 (only children) and Group 3 (other children); no significant difference was found between Group 1 and Group 2 (eldest children) nor between Group 2 and Group 3. In addition, the analysis of variance revealed no significant Interactions and no significance as a result of the gender of the subjects.
","abstract_html":"<p>The study was undertaken to determine If the only child and the eldest child in a family would score significantly higher on a standardized reading test than siblings occupying other positions in the birth order. Eleventh grade students at a public high school in a southwestern county in Georgia were surveyed as to whether they were the only child, the eldest child, or occupied another position in the familial birth order. From these surveys, the students were randomly assigned to three groups: Group 1 consisted of 30 only children (16 males, 14 females); Group 2 was comprised of 30 eldest children (15 males, 15 females); Group 3 included 30 students (15 males, 15 females) who occupied various other positions In the birth order.</p> <p>The National Percentile Rank of the reading score on the Tests of Achievement and Proficiency (TAP) was recorded for each student. Percentile scores were then converted to a normal curve equivalent score. A two-way analysis of variance demonstrated that the only significant difference was between Group 1 (only children) and Group 3 (other children); no significant difference was found between Group 1 and Group 2 (eldest children) nor between Group 2 and Group 3. In addition, the analysis of variance revealed no significant Interactions and no significance as a result of the gender of the subjects.</p>","abstract_has_math":false,"creators":["Centa, Eugenia M."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. James Brewbaker","Dr. Carolyn M. Cartledge","Dr. Nemia M. Chai"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1991,"date_issued":"1991-01-01T08:00:00Z","date_published":"1991-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Only Child","Eldest Child","Eleventh Grade","Georgia","Tests of Achievement and Proficiency","Standardized Reading Test","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/586","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James Brewbaker","Dr. Carolyn M. Cartledge","Dr. Nemia M. Chai"]},{"key":"dc:creator","label":"Author","values":["Centa, Eugenia M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Only Child","Eldest Child","Eleventh Grade","Georgia","Tests of Achievement and Proficiency","Standardized Reading Test","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/586"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The study was undertaken to determine If the only child and the eldest child in a family would score significantly higher on a standardized reading test than siblings occupying other positions in the birth order. Eleventh grade students at a public high school in a southwestern county in Georgia were surveyed as to whether they were the only child, the eldest child, or occupied another position in the familial birth order. From these surveys, the students were randomly assigned to three groups: Group 1 consisted of 30 only children (16 males, 14 females); Group 2 was comprised of 30 eldest children (15 males, 15 females); Group 3 included 30 students (15 males, 15 females) who occupied various other positions In the birth order.
The National Percentile Rank of the reading score on the Tests of Achievement and Proficiency (TAP) was recorded for each student. Percentile scores were then converted to a normal curve equivalent score. A two-way analysis of variance demonstrated that the only significant difference was between Group 1 (only children) and Group 3 (other children); no significant difference was found between Group 1 and Group 2 (eldest children) nor between Group 2 and Group 3. In addition, the analysis of variance revealed no significant Interactions and no significance as a result of the gender of the subjects.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Birth Order and Standardized Reading Test Scores"]}]}],"canonical_facts":{"dc:contributor":["Dr. James Brewbaker","Dr. Carolyn M. Cartledge","Dr. Nemia M. Chai"],"dc:creator":["Centa, Eugenia M."],"dc:description.abstract":["The study was undertaken to determine If the only child and the eldest child in a family would score significantly higher on a standardized reading test than siblings occupying other positions in the birth order. Eleventh grade students at a public high school in a southwestern county in Georgia were surveyed as to whether they were the only child, the eldest child, or occupied another position in the familial birth order. From these surveys, the students were randomly assigned to three groups: Group 1 consisted of 30 only children (16 males, 14 females); Group 2 was comprised of 30 eldest children (15 males, 15 females); Group 3 included 30 students (15 males, 15 females) who occupied various other positions In the birth order.
The National Percentile Rank of the reading score on the Tests of Achievement and Proficiency (TAP) was recorded for each student. Percentile scores were then converted to a normal curve equivalent score. A two-way analysis of variance demonstrated that the only significant difference was between Group 1 (only children) and Group 3 (other children); no significant difference was found between Group 1 and Group 2 (eldest children) nor between Group 2 and Group 3. In addition, the analysis of variance revealed no significant Interactions and no significance as a result of the gender of the subjects.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/586"],"dc:language":["English"],"dc:subject":["Only Child","Eldest Child","Eleventh Grade","Georgia","Tests of Achievement and Proficiency","Standardized Reading Test","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Language and Literacy Education"],"dc:title":["The Relationship Between Birth Order and Standardized Reading Test Scores"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}