Teaching Middle School Students to Use a Test Taking Strategy (Mainstreaming, Learning Strategies, Generalization)
Ritter, Shirley Ann
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https://hdl.handle.net/2142/68981
Description
Title
Teaching Middle School Students to Use a Test Taking Strategy (Mainstreaming, Learning Strategies, Generalization)
Author(s)
Ritter, Shirley Ann
Issue Date
1985
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Abstract
Twenty-eight sixth grade students were instructed in SCORER, a test taking strategy. Ten of these students were among the poorest comprehenders in their class, with an average percentile score on the reading comprehension section of the Metropolitan Achievement Test (MAT) of 22 (range = 2 to 44). The remaining 18 students scored above average (mean = 76, range = 58 to 99). For a near-generalization measure, three pretest and posttest measures were administered to the experimental group and to a control group, matched on the MAT score. A second set of pretest and posttest measures, used as the far-generalization indicator, were also obtained; these were test scores from the students' science class.
After instruction in the test taking strategy, the experimental students did significantly better than the control group of students after covarying out pretest and reading score differences. When assessed separately, the experimental group of low reading students did significantly better than their control counterparts on both generalization measures. The group of comprehenders with the higher scores did significantly better than the similar group of control students on the far-generalization, but not at a significant level. These results provide empirical support for instructing poor reading students together with general education students, using a learning strategies approach. The findings of this investigation also indicate that general education students might best learn to apply this strategy to content area tests when the instruction is given by their class teachers.
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