Reading material in the home and achievement in ninth grade English
Baker, Jesse A.
MetadataShow full item record
The object of this study was to determine whether any correlation exists between the quality and quantity of reading material in the home and the ability and performance of students in ninth grade English in Entown, a typical suburban commuter’s town on the outskirts of Chicago. Ability in language arts was determined by scores from standardized tests given to all ninth graders. The numerical average grade in English for the first semester was used for performance. A reading material score was obtained from a questionnaire, which was sent to all ninth graders attending school. Personal information from the questionnaire furnished a status score, which was used to determine whether any relationship between reading and ability-achievement was significant. Approximately two-thirds of the questionnaires came back and were scored according to formulas worked out with the help of a small group of teachers and sociologists. Rank order correlation was used to compare the data. The conclusion of the study is that there is a much higher correlation between reading material and ability-achievement than there is between reading material and status. In addition, the study revealed that girls receive grades consistently higher than those of boys on the same ability level.