This study tested the hypothesis that students who have the greatest reading disabilities (reading levels that are farthest below expectancy levels) will gain most in a remedial program. Rank order correlations were computed between extent of reading disability and gains made by individuals in a tutoring program at the University of Mississippi Reading Services Center. Gain was computed by five different methods. The findings were: (1) different students gained most when different methods of computing gain were used, and (2) no significant relationship existed between extent of reading disability and gain. This finding held true for all five methods of computing gain.
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References
1.
Bond, Guy L., and Tinker, Miles A.: Reading Difficulties: Their Diagnosis and Correction, 2nd ed.New York: Appleton-Century-Crofts, 1967; Ch. 4.
2.
Maginnis, George: A Survey and Analysis of Methods and Criteria Used to Select Remedial Reading Pupils, unpublished doctoral dissertation, University of Mississippi, 1968.
