A Study of Third and Fourth Grade Gifted Students' Reading Achievement and Its Relationship to Their Self-concept PDF Download
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Author: Jane Bauer Andrews
Publisher:
ISBN:
Category :
Languages : en
Pages : 158
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Author: Jane Bauer Andrews
Publisher:
ISBN:
Category :
Languages : en
Pages : 158
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 644
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Author: Wilbur John Jackson
Publisher:
ISBN:
Category : Reading, Psychology of
Languages : en
Pages : 152
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This study was conducted to investigate the relationship between the Human Development Program (HDP) and reading achievement and between HDP and the self-concept of selected fourth grade students attending a public school. A further purpose was to investigate the relationship between fourth grade students' measured feelings of responsibility for the consequences of their academic behaviors (internality) and reading achievement and between internality and self-concept. The subjects were randomly placed into treatment and control groups on the basis of the students' feelings of internality and the students' sex. The 3Z treatment subjects were exposed to 19 twenty-five minute sessions of HDP activities within a ten week period. The 32 control subjects received no attention other than the pre- and post-testing that all subjects received. Reading achievement was measured with the Informal Reading Inventory (IRI). Self-concept was measured with the Self-Concept and Motivation Inventory (SCAMIN) and internality was measured with the Intellectual-Academic Responsibility Questionnaire (IAR). Hypotheses one and two studied the relationship between the control and experimental groups' mean gain scores on reading achievement and on self-concept. Hypotheses three and four studied the relationship between scores of internality of the experimental group subjects and mean gain scores on reading achievement and on self-concept. Hypotheses one and two were analyzed with a two-way analysis of covariance using the pre-test as the covariate. One factor was the treatment; the other factor was the IAR quartile. Hypotheses three and four were analyzed with an unpaired t test on the gain in pre- to post-test scores, adjusted for pretest scores. Significance was tested at the . 05 level of confidence. The results yielded a significant relationship at the .05 level on hypothesis one. Hypothesis one was rejected and it was concluded that the participation of the experimental subjects in the Human Development Program was associated with reading achievement, No significant difference was discovered for hypotheses two, three or four.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Author:
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 468
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Author:
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 468
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Author: Charles H. Niver
Publisher:
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Category : Academic achievement
Languages : en
Pages : 45
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Author:
Publisher:
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Category : Special education
Languages : en
Pages : 766
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Author: Center for Minority Group Mental Health Programs (U.S.)
Publisher:
ISBN:
Category : Mental health
Languages : en
Pages : 706
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