M.A. in School Psychology
Educational Services and Leadership
College of Education
Klanderman, John W.
Compensatory education; Reading (Primary); Reading--Remedial teaching
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.
Calcagni, Melissa, "Differences in reading achievement between Title I students and students not receiving Title I services" (1997). Theses and Dissertations. 2037.