Date of Award

1988

Degree Type

Thesis

Degree Name

Education Specialist (EdS)

Author's Department

Educational Administration

First Advisor

Larry Janes

Abstract

The purpose of this study was to evaluate the effectiveness of the extra time provided for reading and writing in Macon Junior High School, Macon, Illinois. The following hypotheses were tested: The reading and writing treatment has a significant effect on student reading comprehension scores, writing skills, enjoyment of reading, and on the encouragement of students to read more. There is a significant difference between the cost of the reading and writing program and the fine and applied arts courses it replaced. Subjects included students and teachers in the 6th, 7th, and 8th grades at Macon Junior High School. Achievement test scores in reading comprehension, writing samples, student and teacher questionnaires, and cost data were used to test the hypotheses. Results of this study shows significant improvement in reading comprehension scores on achievement tests for 8th grade students, but not for 6th and 7th graders. Descriptive statistics show improvement in writing skills, improved student attitudes toward the reading and writing program, and that the program was more economical then the programs it replaced. The recommendation of this study is the continuation of the reading and writing program at Macon Junior High School.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.