A Comparative Study of the Relationship of Class Scheduling and Reading Achievement For Two Groups of Eighth-Grade Remedial Reading Students

Date of Graduation

Spring 1977


Master of Science in Education in Literacy


Reading, Foundations, and Technology

Committee Chair

James Layton


The purpose of this study was to examine scheduling practices and their relationship to the reading achievement scores of junior high school remedial reading students. The data were gathered from the three reading scores of the Metropolitan Achievement Test, Reading Section, Advanced Edition, Form F. The subjects of the study were divided into two groups. Group I attended remedial reading classes on a daily schedule for one term. Group II attended remedial reading classes on an alternating schedule for two terms. The data gathered from the two groups were compared using analysis of covariance. Although there were differences in the scores, none of the F-ratios reached a level of significance. Therefore, the conclusions were that for the comparison scores of the two groups studied, on Total Reading, Word Knowledge, and Reading, there were no statistically significant differences.

Subject Categories

Other Education


© John R Stauffer