Morris, C. (1988). Effects of group size and examiner familiarity on the standardized achievement test performance of junior high school remedial readers (Publication No. 9000751) [Doctoral dissertation, University of Miami]. ProQuest Dissertations and Theses Global.

University of Miami--Coral Gables

The role of group size and examiner familiarity in obtaining optimal estimates of reading achievement was investigated.

151 junior high school students, enrolled in a remedial reading and writing program, participated in this study.

The Communication Skills subtest from the Florida State Student Assessment Test, Part 1 (SSAT-1) was used as the dependent variable.

Analyses revealed significant main effects for both group size and examiner familiarity. No combination of group size and examiner familiarity that leads remedial readers to optimal test performances was found.