Date of Award
8-1979
Document Type
Thesis
Degree Name
Master of Science
Degree Discipline
English
Abstract
THE PROBLEM AND ITS SETTING
Almost everyone engaged in teaching students agrees that one of the most perplexing problems educators are faced h~th is the reading handicap of many students. As inability to read effectively contaminates other dimensions of education, there is a growing interest in various approaches to reading achievement.
There are a number of students taking typewriting courses in which great emphasis is placed upon reading for understanding. Some teachers believe that those students who do well demonstrate more reading efficiency than students not enrolled in such typewriting courses.
THE PROBLEM
Statement of the Problem
There is a paucity of information about the effectiveness of typewriting as an aid to reading achievement. The purpose of this study, therefore, was to generate information by comparing pretest a·nd posttest scores of a group of tenth-grade students with typewriting instructions with a comparable group of tenth-grade students without typewriting instruction at San Marin High School. The comparisons were made to determine whether the development of skill in typewriting and the application of that skill to typewriting problems was related to reading achievement.
Publisher
Prairie View A&M University
Rights
© 2021 Prairie View A & M University
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Date of Digitization
3/1/2022
Contributing Institution
John B Coleman Library
City of Publication
Prairie View
MIME Type
Application/PDF
Recommended Citation
Ross, L. C. (1979). The Relationship Between Typewriting And Reading Achievement. Retrieved from https://digitalcommons.pvamu.edu/pvamu-theses/1232