Date Approved

5-7-1997

Embargo Period

8-24-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John W.

Subject(s)

Compensatory education; Reading (Primary); Reading--Remedial teaching

Disciplines

Educational Psychology

Abstract

The present study examined the differences in reading achievement, specifically decoding ability, between first graders receiving Title I services and those not receiving the services. A sample of sixteen first graders from a suburban, racially diverse school in New Castle, Delaware was utilized. Eight of the children were selected for the study simply because they were receiving Title I instruction in the form of a one hour pullout program. The remaining eight children were selected based on test results on the San Diego Quick Assessment. The pre-test/post-test control group design was employed in this study. The Mann-Whitney test was used for evaluation and a difference at the .05 significance level was found This reveals that there was a significant difference between the treatment and non-treatment groups. The null hypothesis was therefore rejected in favor of the alternate hypothesis. The students in this study who did not receive Title I services outperformed the children who did receive services.

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