Assignment Practices and the Relationship of Instructional Time to the Reading Performance of Elementary School Children.

Kiesling, Herbert J.

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Peer reviewed

ERIC Number: EJ310017

Record Type: CIJE

Publication Date: 1984

Pages: N/A

Abstractor: N/A

ISBN: N/A

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Assignment Practices and the Relationship of Instructional Time to the Reading Performance of Elementary School Children.

Kiesling, Herbert J.

Economics of Education Review, v3 n4 p341-50 1984

The relationship of minutes of reading instruction to the gains in reading performance for 3,374 elementary school children shows consistent positive findings between large- and small-group classroom instruction and reading gains. Some of the negative results for individualized instruction may be due to school assignment practices. (Author/MLF)

Descriptors: Elementary Education, Individualized Instruction, Mathematical Models, Reading Assignments, Reading Improvement, Research Problems, Time on Task

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A