The effects of smaller class size on reading instruction and student achievement for third graders in Project Prime Time
Abstract
The study was designed to investigate the effects of reduced class size on third-graders' reading achievement and on teachers' actions, attitudes, and practices during reading instruction, within the context of a state-supported class size reduction program (Indiana's Project Prime Time). Quantitative and qualitative measures were used to exam the class size effects. Essentially, as a means of assessing students reading achievement, performance scores (quantitative) were examined in Total Reading from the state-mandated basic skills test (ISTEP) for a three-year period. Scores were examined for students in classes of smaller, moderate, and larger sizes at three distinct levels: (a) corporations; (b) schools; and (c) demographics. Moreover, as a means of assessing teachers' actions, practices, and attitudes (qualitative) about teaching reading in smaller classes, some selected third-grade Prime Time teachers were interviewed, questioned, and observed. Quantitatively, the sample consisted of all third-graders in Project Prime Time classrooms of smaller, moderate, and larger sizes for the academic years 1990-91, 1991-92, and 1992-93. Qualitatively, the sample consisted of 10 third-grade Prime Time teachers from classes with 15 or fewer students. This was a purposefully chosen sample containing equal numbers of metropolitan and rural participants. Quantitative data analyses determined that third graders in Prime Time classrooms of smaller size, significantly outperformed their counterparts in classes of moderate or larger sizes in reading achievement on the ISTEP examination. These outcomes were independent of the demographic setting in which the student received reading instruction. Qualitative analyses indicated that smaller classes, combined with instructional effectiveness techniques and good classroom management practices, definitively accounted for increased reading achievement for the sampled third-graders. Moreover, qualitative data indicated that the vast majority of study participants reported change and improvements in classroom management, reading instruction, grouping practices, interactions, discipline, expectations, working conditions, and sense of self.
Degree
Ph.D.
Advisors
O'Brien, Purdue University.
Subject Area
Literacy|Reading instruction|Elementary education
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