Classroom Teacher, Parent, and Student Opinions, and Their Relationship to Achievement Gain in Remedial Reading

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.

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

• Stoeger, Pauline Elizabeth

Contributors dc:contributor

• James Layton

• Other Education

Statement dc:rights

• © Pauline Elizabeth Stoeger

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/409

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1410