The purpose of this study was to compare the reading achievement of pupils bussed from two predominantly Negro central-city schools to several predominantly white receiving schools, with the reading achievement of a group of pupils remaining in the two predominantly Negro sending schools.ProceduresThe sample of the present study was drawn from the public school system of a midwest city of approximately 200,000 population. The subjects in the study were those pupils who had been enrolled in the third grade in two central-city schools during the 1965-66 school year, and who continued to reside within the school districts served by the two central-city schools through the 1968-69 school year. The bussed group included sixty-one Negro and three white pupils who were transported from the two predominantly Negro schools at the beginning of the fifth grade and through the sixth grade to ten predominantly white schools. The non-bussed group included forty-three Negro and two white pupils who remained in the two predominantly Negro sending schools through the sixth grade. Data on the individuals included in the sample were obtained from the cumulative folders of the students which were on file at the twelve schools involved in the study. Measuring instruments used to collect data were: the Otis Quick Scorinq Mental Ability Tests, which were given at the sixth grade level; the assessment of reading achievement for grade three, four, and five were based on the reading subtest of the Stanford Achievement Test; and the assessment of the reading achievement for grade six which was based on the reading subtest of the SRA Achievement Series. An informal questionnaire, prepared for the purpose of this study to discover the bussed pupils' feelings toward the situation in the receiving school was administered by the author to the bussed pupils in May, 1969.ConclusionsThe following conclusions are based upon the findings secured from the data and within the limitations established for the study.1. One or two years of bussing for pupils at the fifth and sixth grade level has a positive effect on reading achievement scores. This conclusion is based on the finding that the evidence was statistically significant in favor of the bussed group. This significant difference between the bussed and non-bussed group on the basis of reading achievement increased after two years of bussing.2. One or two years of bussing at the fifth and sixth grade levels has a positive effect on pupils' growth toward reading expectancy levels. This conclusion is based on the finding that after one year of bussing the bussed group gained slightly over the non-bussed group. After two years of bussing the difference in favor of the bussed group was statistically significant at the .05 level of confidence.3. Two years of bussing at the fifth and sixth grade levels has little effect on the number of times pupils are above the median of the four discrepancy scores. This conclusion is based on the finding that there was no statistically significant difference between the bussed and non-bussed groups.4. Students' attitudes toward the receiving school do not seem to affect reading achievement. This conclusion is based on the finding that the relationship between the two does not exceed chance.

There is no abstract available for this dissertation.

The purpose of this study was to describe the literacy-related characteristics of the family and home environment that contribute to the development of siblings who are good readers from rural, low income status families.The case study research method was used in order to gather comprehensive and in-depth information about each informant that reflected the reality of the literacy influences. The case study further aided in the investigation of the complex social unit of the family, which consisted of multiple characteristics that influenced literacy attainment. Each case was analyzed in and of itself, and then a cross case analysis was conducted.Five family-related characteristics that influenced the literacy acquisition and attainment of the siblings emerged from the data analysis. The family value for books and literacy materials, evident through the abundance of materials placed in prominent places within the homes and through the careful storage of literacy materials, was evident in each family. Both families were characterized by an enjoyment for reading and writing, evidenced by the number of books each sibling read, trips to the library, reading aloud in the home, and child created written products. Family literacy practices such as discussions about books, a homework routine, regular trips to the library, and members of the family reading to each other were characteristics present in each of the case studies. Another characteristic evident in each of the families was their value for education. Parents expected the siblings to attend college. The siblings also expected that their graduation from college would improve their socioeconomic status. Each case study was also characterized by the presence of support systems that aided in the literacy attainment of the siblings.The siblings all had a love for books and literacy materials, as well as being persistent, responsible, and accountable in their efforts to attain literacy success. The children were intrinsically motivated to be successful, not only in school, but in life. Support and encouragement for literacy development through the home and school contexts were provided by the parents. Family support systems were also fundamental to the literacy attainment of the siblings. / Department of Elementary Education

Abstract not available

The purposes of the present study were to investigate the relationship between short-term memory and reading in learning disabled and average learners, and to determine whether this relationship is different between ages 8 to 10 and ages 11 to 13 in these two populations. Studies have shown that children with learning disabilities tend to perform poorer on short-term memory tasks compared to children with no disabilities. The present study was conducted because the short-term memory component in the Stanford-Binet Intelligence Scale is new and it was felt that information regarding this test's usefulness with learning disabled students would be beneficial for individuals in the field of educational assessment. A total of 80 children, 39 average and 41 learning disabled were selected from the five public elementary schools that have learning disabilities classes in the Langley School District. For each group of learning disabled children selected from the learning disabilities class, an equal number of average learners was chosen from the same school. The children were divided into two age groups: 8- to 10-year-olds and 11- to 13-year-olds and then further divided into their two learning categories. Four short-term memory subtests of the Stanford-Binet Intelligence Scale: Fourth Edition: Bead Memory, Memory for Sentences, Memory for Digits and Memory for Objects and three reading comprehension subtests, from B.C. QUick Individual Educational Test, Peabody Individual Achievement Test and Test of Reading Comprehension respectively, were administered to all groups to measure short-term memory and reading. The Multivariate Analysis of Variance and the Pearson Product-Moment Correlation were used to analyse the data. Results showed that the average learners scored significantly higher than the learning disabled group in both short-term memory and reading. There was no interaction effect of learning group and age on reading or short-term memory. Significant relationships were found between short-term mmeory and reading for the average learning group but none was found for the learning disabled group. / Education, Faculty of / Graduate