Teacher Education, Educational Leadership & Policy ETDs

Publication Date

8-4-1970

Abstract

STATEMENT OF THE PROBLEM

The purpose of this study was to improve the academic performance of underachieving seventh-grade students. Specific focus of the study was on improving reading achievement by using within-class instructional grouping to accommodate the range of achievement in the classroom and by matching various instructional materials to the learners' levels of reading (hereafter referred to as the open classroom concept). The study was also design to evaluated associated improvement in arithmetic and social studies skills, as well as the degree of school satisfaction demonstrated by students in the open classroom environment. Another factor measured by the study concerned the validity of an Informal Reading Inventory administered by the junior high school guidance staff.

PROCEDURE

A total of 235 students were used in the study, of whom 54 percent were Spanish American. A total of 160 constituted the treatment group, and 75 constituted the control group. Students in the treatment group were exposed to the open classroom concept for seven months in their language art classes, while the control group continued with the traditional program. In addition, the treatment group's arithmetic and social studies classes employed varying degrees of the open classroom concept. The effect of the concept on the treatment group were assessed by a variety of tests. Twenty-five people in the field of guidance and special education, using the School Satisfaction Rating Scale (SSRS), assessed the degree of school satisfaction of the treatment and control groups. Finally, by using the treatment group's language arts classes as a model, and with a minimum of inservice training, the guidance staff conducted reading evaluation and helped implement the open classroom concept in three additional language arts classes.

RESULTS

The treatment group's gain in reading achievement was 2.66 times greater than the control group's. The treatment group also showed a significantly higher degree of school satisfaction in comparison with that of the control group, as ascertained by the SSRS. On the basis of individually administered reading tests, the treatment group significantly exceeded its expected per-year rate of reading achievement. On the basis of group-administered reading tests, the treatment group maintained its expected per-year rate of reading achievement growth. The treatment group maintained its expected per-year rate of growth in social studies and arithmetic concepts, except for arithmetic reasoning. There was no significant difference in the test results of the Informal Reading Inventory administered by the guidance staff in comparison with the standardized reading test results.

CONCLUSIONS

The open classroom environment is an effective way to increase reading ability beyond the students' normal rate of expected reading growth. In this study, IQ level and bilingual background had a negligible effect on retarding or accelerating reading achievement growth in a program utilizing the open classroom concept. Without the benefit of the open classroom environment, it appears that students will achieve about one-half of their expected per-year rate of reading growth. Also, a greater degree of school satisfaction will probably occur when students are involved in a program employing the open classroom concept. It appears that with a minimum of inservice training, the guidance staff could administer an Informal Reading Inventory, assess the students' instructional level of reading, and assist the language arts teachers in initiating classes employing the open classroom concept. Through exposure to varying degrees of the open classroom concept, students seem to be able to maintain their expected per-year rate of growth in social studies and arithmetic concepts, with the exception of arithmetic reasoning.

Document Type

Dissertation

Language

English

Degree Name

Certificate in Curriculum and Instruction

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Miles Vernon Zintz

Second Committee Member

Alvin Wendell Howard

Third Committee Member

Louis Charles Bernardoni

Fourth Committee Member

Dolores Gonzales

Fifth Committee Member

Richard D. Van Dongen

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