Play therapy in a school setting was studied to determine its therapeutic effectiveness on students' reading achievement, self-concept, and locus of control. The sample consisted of 24 students in two first grade classes who had been retained because of low achievement in reading. Instruments used in the study were the Gates MacGinite Reading Test, the Piers-Harris Children's Self-Concept Scale, and the Intellectual Achievement Responsibility Questionnaire.
Analysis of covariance, used to test the significance of the difference between the adjusted post-test means of the experimental and control groups, showed that participants in play therapy scored significantly higher in self-concept than did those who were not exposed to treatment. No statistically significant differences were found between the two groups in reading achievement or locus of control.
Since research has shown that low achievers in reading tend to have low self-concepts, it seems reasonable to assume that improved self-concept would be related to improved reading scores. The nature of such a possible relationship needs further study. Recommendations were made for integrating affective components into academic remediation programs, and suggestions for further research were made.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc332263 |
| Date | 08 1900 |
| Creators | Crow, Judy C. (Judy Carolyn) |
| Contributors | Landreth, Garry L., Haynes, Jack Read, Medler, Byron |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 84 leaves, Text |
| Rights | Public, Crow, Judy C. (Judy Carolyn), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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