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Qualitative and Quantitative Achievement in First Grade Reading

by Florence W. Raguse 1931

EARLY in November Miss Raguse sent me a brief report of "the results obtained in two of our first grades by following faithfully the principles in your book New Methods in Primary Reading." Without outside assistance or advice, Miss Raguse and the teachers of the two classes had prepared and used during the preceding year materials to put into effect the methods outlined in this volume. The classes were taught by the regular teachers. The time devoted to reading was the amount customary in their school and approximately the average amount spent on the subject in American schools generally. The results obtained are among the most remarkable that I have ever seen. They are, indeed, more remarkable than they seem at first sight, for the following reasons: Since the final tests were given some time before the end of the year, they represent less than a full year of school work. The attainments are compared with norms which have been found to be rather high. The norms represent somewhat better attainments than are usually secured in the first grade in public schools of even the better city systems. The materials, which were necessarily prepared rapidly and presented in crude form lack the finished character of typical published material. The class in which the average intelligence quotient was only 88 contained an unusual number of immature and mentally retarded children. Finally, it should be realized that a considerable number of children who got perfect or approximately perfect scores on the tests had reached higher grade levels than these tests were capable of measuring.

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Cite This Article as: Teachers College Record Volume 32 Number 5, 1931, p. 424-436
http://www.tcrecord.org ID Number: 7101, Date Accessed: 9/19/2018 11:12:46 AM

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