Literaturnachweis - Detailanzeige
| Autor/in | Duane, Rita M. |
|---|---|
| Titel | A Study of Tenth and Eleventh Grade Students Who Failed the New Jersey Minimum Basic Skills Test in Reading. |
| Quelle | (1986), (33 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Hochschulschrift; Age; Grade 10; Grade 11; Graduation Requirements; High School Students; High Schools; Intelligence Quotient; Minimum Competency Testing; Performance Factors; Reading Achievement; Remedial Reading; Sex Differences; New Jersey |
| Abstract | A study examined the characteristics that might be shared among tenth and eleventh grade students who fail the "New Jersey Minimum Basic Skills Test" (MBS) in reading. The scores of 15 students in the graduating classes of 1986 and 1987 who had failed to attain the minimum score of 75 prior to remedial instruction were studied. The characteristics of these students were compared with those of the entire graduating class, and the test scores of the remediated students were compared with the grades they received in their Developmental English classes. Sex, IQ, ages at school entrance, ethnicity, handedness, and grades received in remedial classes were all studied as possible factors. No significant relationship was found for sex, age at school entrance, or handedness. A low to moderate correlation of IQ and test scores was obtained, but the range of IQs in the Minimum Basic Skills group appears to identify potential failures. A significant relationship between ethnic groups and test scores was indicated, while a comparison of MBS scores and grades in remedial classes yielded a moderate correlation. The results indicated that black students with IQs of less than 100 who perform poorly in remedial classes will continue to be candidates for failure on the High School Proficiency Test, slated to be the graduation standard for 1989. There was no indication that literature-based remediation should be abandoned in favor of strict skills orientation. (HTH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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