The focus of this study was to determine the unique contribution of I.Q., gender, instructional organization, time on the computer, classroom instructional time, ethnicity and total instructional time to the predictability of achievement gain in a computer-assisted instructional setting in reading. The sample consisted of 2,000 students in grades three and five from a large suburban school district in the Dallas - Fort Worth area. The students were given the Iowa Test of Basic Skills to determine reading achievement gains and the Cognitive Abilities Test to determine I.Q. levels. The study was conducted over a five month period during the 1984 - 1985 school year. Using multiple regression, the data were analyzed.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc331987 |
| Date | 12 1900 |
| Creators | Schneider, Judith K. (Judith Kahan) |
| Contributors | Mason, Betty Oxford, Hoot, James L., Bane, Robert K. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 138 leaves, Text |
| Rights | Public, Schneider, Judith K. (Judith Kahan), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0026 seconds