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
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.