This study investigated reading achievement, student attitude, and program cost-benefits and cost-effectiveness of Title I reading programs at two schools with comparable predicted reading achievement scores. School A utilized district adopted supplementary programmed learning materials (Hoffman Language Arts Reading Program) and was staffed by a reading teacher and two paid aides. School B used a similar supplementary reading approach (Ginn Reading 720 Tutorial Program) that utilized programmed materials and was staffed by one teacher, one paid aide, and three trained volunteer tutors. Subjects included all first and second grade Title I reading students at the two target schools. / Analysis of pretest/posttest reading achievement scores, obtained by administration of the California Achievement Test, Form C, indicated no significant differences (at the .05 level) in reading achievement between first grade students or second grade students in the two programs. / Two attitude scales (Title I Attitude Survey and Guice Attitudinal Scale) were administered to students. Guice survey results indicated no significant difference in attitudes between first grade groups; second grade scores indicated significant differences in attitude toward teacher (.05 (alpha) level) and school (.001 (alpha) level) in favor of School B (Ginn). Combined mean attitude scores were also significant (.01 (alpha) level) in favor of School B (Ginn). A significant difference (.05 (alpha) level) in Title I survey of first grade students at School A and School B favored School B. / School A program implementation costs (Hoffman) exceeded those of School B (Ginn). NPV (10 and 15% discount rates) calculated from a 5-year projected cost-benefit and cost-effectiveness analysis, showed School B's reading program to be more favorable economically than that of School A when only material costs were included and when volunteer service was treated as a quantitative benefit. When volunteer service was treated as a cost, School A's program showed greater economic benefits. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4215. / Thesis (Educat.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74634 |
| Contributors | CARLTON, SUSAN BETH., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 169 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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