The Effectiveness of Class Size on Reading Achievement [electronic resource] / Patricia A. Costello.
The search for the best educational environment, especially in terms of class size, is an important educational issue for parents, teachers, administrators, and government officials. Parents and educators argue that smaller class size leads to more effective teaching and improved learning for studen...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1992.
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| Summary: | The search for the best educational environment, especially in terms of class size, is an important educational issue for parents, teachers, administrators, and government officials. Parents and educators argue that smaller class size leads to more effective teaching and improved learning for students. Government officials argue that substantial reductions in class size are too costly and not effective. A review of the literature regarding small class size, defined as 14-25 students per class, found that researchers disagree on the findings of these studies, and that evidence regarding the benefits of small class size was inconclusive. This study sought to determine the effect of small class size on the reading achievement of first grade participating students. The population studied consisted of 88 first grade students at a Chicago public school, instructed in either a small class of 17 students or a large class of 27 students. The Iowa Test of Basic Skills was used to assess reading achievement of the students in each class. Results indicated that those students in the small class made greater gains in reading achievement compared to those in the larger class Contains 14 references. (SD) |
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| Item Description: | ERIC Document Number: ED400035. |
| Physical Description: | 14 p. |