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School achievement and effect of type size on reading in visually handicapped children [microform] / Jack W. Birch and Others
Bib ID 5184040
Format BookBook, MicroformMicroform, OnlineOnline
Author
Birch, Jack W
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1966 
166 p. 
Summary

The relationship between visual deficits and achievement was studied. Partially seeing children (424) from the fifth and sixth grades were administered five equivalent forms of a standardized test containing school-like reading tasks. A Latin square design was used to spread the effects of teachers' skill in test administration, practice, levels of pupil motivation, and possible effects of type size change. Various data on the subjects were obtained from their teachers. A comprehensive achievement test was later printed in type sizes 12-, 15-, 18-, 21-, and 24-point, and administered according to the preference of the subjects. This test was administered under both timed and untimed conditions. Data were collected on reading distance employed and other variables. Statistical analysis revealed no relationship between the best type size and achievement or between the reading distance typically used and test scores. There was educational retardation of one grade level on a grade-to-grade comparison with nonhandicapped children. Other results, implications, and conclusions concerning (1) special education practices, (2) teacher education, (3) vocational rehabilitation, and (4) research were included. (rs)

Notes

Contract Number: OEC-4-10-028.

Educational level discussed: Grade 5.

Educational level discussed: Grade 6.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Achievement Tests.  |  Comparative Analysis.  |  Grade 5.  |  Grade 6.  |  Reading Achievement.  |  Reading Skills.  |  Special Education.  |  Visual Impairments.  |  Written Language.  |  Pennsylvania Pennsylvania (Pittsburgh)
Other authors/contributors Pittsburgh Univ., PA. School of Education
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