Title: The Contributions of Quantity and Quality of Instruction to Reading Programs.
Abstract: The present study explored some of the implications of Carroll's model of school learning in the context of a group of school districts with varying resource use in regular and compensatory reading prcgrams in the intermediate grades. Subjects were 2,516 students in grades four through six from four school districts. Though the findings of this study are to be regarded as tentative and exploratory, the overall results indicate that time is a potentially important variable in field studies of the factors influencing classroom achievement in specific content areas. The pattern of the results suggests that the total influence of the reading teacher is positive. (The findings are presented in both narrative and table format.) (RB)
Publication Year: 1975
Publication Date: 1975-04-01
Language: en
Type: article
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