{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1410"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1410","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Classroom Teacher, Parent, and Student Opinions, and Their Relationship to Achievement Gain in Remedial Reading","abstract":"The purpose of this study was to investigate the relationships among the opinions of classroom teachers, remedial reading students, and their parents toward the remedial reading program and to determine the relationship of these opinions upon the reading achievement gain of the students. Twelve fourth, fifth, and sixth grade classroom teachers, sixty-three remedial reading students from their classrooms, and the parents of the students participated in the study. Three similar but different Likert opinionnaires were constructed by the researcher and administered to the teachers, students and parents. Scores from pre- and post Gates-MacGinitie Reading Tests were used to determine achievement gain. The data were analyzed by using the Pearson product-moment correlational technique. The results indicated a positive relationship between classroom teacher opinion and student opinion; however, a significant level was not reached. The relationships between teacher opinion and parent opinion, parent opinion and student opinion, and achievement gain and each of the three opinions were slightly, but not significantly, negative. Age, sex, personality traits, social class, and aptitude were discussed as possible factors influencing the results of the study.","abstract_html":"The purpose of this study was to investigate the relationships among the opinions of classroom teachers, remedial reading students, and their parents toward the remedial reading program and to determine the relationship of these opinions upon the reading achievement gain of the students. Twelve fourth, fifth, and sixth grade classroom teachers, sixty-three remedial reading students from their classrooms, and the parents of the students participated in the study. Three similar but different Likert opinionnaires were constructed by the researcher and administered to the teachers, students and parents. Scores from pre- and post Gates-MacGinitie Reading Tests were used to determine achievement gain. The data were analyzed by using the Pearson product-moment correlational technique. The results indicated a positive relationship between classroom teacher opinion and student opinion; however, a significant level was not reached. The relationships between teacher opinion and parent opinion, parent opinion and student opinion, and achievement gain and each of the three opinions were slightly, but not significantly, negative. Age, sex, personality traits, social class, and aptitude were discussed as possible factors influencing the results of the study.","abstract_has_math":false,"creators":["Stoeger, Pauline Elizabeth"],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["James Layton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1977,"date_issued":"1977-05-01T07:00:00Z","date_published":"1977-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:23Z","subjects":["Other Education"],"languages":[],"rights":["© Pauline Elizabeth Stoeger"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/409","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Layton"]},{"key":"dc:creator","label":"Author","values":["Stoeger, Pauline Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Pauline Elizabeth Stoeger"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/409"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the relationships among the opinions of classroom teachers, remedial reading students, and their parents toward the remedial reading program and to determine the relationship of these opinions upon the reading achievement gain of the students. Twelve fourth, fifth, and sixth grade classroom teachers, sixty-three remedial reading students from their classrooms, and the parents of the students participated in the study. Three similar but different Likert opinionnaires were constructed by the researcher and administered to the teachers, students and parents. Scores from pre- and post Gates-MacGinitie Reading Tests were used to determine achievement gain. The data were analyzed by using the Pearson product-moment correlational technique. The results indicated a positive relationship between classroom teacher opinion and student opinion; however, a significant level was not reached. The relationships between teacher opinion and parent opinion, parent opinion and student opinion, and achievement gain and each of the three opinions were slightly, but not significantly, negative. Age, sex, personality traits, social class, and aptitude were discussed as possible factors influencing the results of the study."]},{"key":"dc:title","label":"Title","values":["Classroom Teacher, Parent, and Student Opinions, and Their Relationship to Achievement Gain in Remedial Reading"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Stoeger, Pauline Elizabeth"],"dc:description.abstract":["The purpose of this study was to investigate the relationships among the opinions of classroom teachers, remedial reading students, and their parents toward the remedial reading program and to determine the relationship of these opinions upon the reading achievement gain of the students. Twelve fourth, fifth, and sixth grade classroom teachers, sixty-three remedial reading students from their classrooms, and the parents of the students participated in the study. Three similar but different Likert opinionnaires were constructed by the researcher and administered to the teachers, students and parents. Scores from pre- and post Gates-MacGinitie Reading Tests were used to determine achievement gain. The data were analyzed by using the Pearson product-moment correlational technique. The results indicated a positive relationship between classroom teacher opinion and student opinion; however, a significant level was not reached. The relationships between teacher opinion and parent opinion, parent opinion and student opinion, and achievement gain and each of the three opinions were slightly, but not significantly, negative. Age, sex, personality traits, social class, and aptitude were discussed as possible factors influencing the results of the study."],"dc:identifier":["https://bearworks.missouristate.edu/theses/409"],"dc:rights":["© Pauline Elizabeth Stoeger"],"dc:subject":["Other Education"],"dc:title":["Classroom Teacher, Parent, and Student Opinions, and Their Relationship to Achievement Gain in Remedial Reading"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:23Z"}