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. https://www.proquest.com/docview/303706642

Dissertation
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. https://www.proquest.com/docview/303706642

Notes

University of Miami (Coral Gables, FL); ProQuest document ID: 303706642

Tags

Learning disabilities; Middle school; Reading; U.S. context

URL

https://www.proquest.com/docview/303706642

Summary

Accommodation

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

Participants

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

Dependent Variable

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

Findings

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.