Author Credentials

Sister Mary Jerome Hagen, P.H.J.C.

Date of Award


Document Type


Superseded Degree Name

Master of Arts in Education (Reading Specialist)

Colleges & School

Cardinal Stritch College

Degree Granted By

Cardinal Stritch College

First Advisor

Sister Julitta Fisch, O.S.F.

Library of Congress Subject Heading

Reading (Middle school); Reading--Ability testing; Reading--Evaluation


The purpose of this study was to determine the specific strengths and weaknesses in reading at the fifth grade level in a parochial school in Gary, Indiana. Since comprehension and study skills are extremely important at this level, these areas were chosen for intensive concentration. The specific objectives of this study were to determine: 1. In which areas of comprehension are the pupils weak? 2. In which areas of study skills are the pupils weak? 3. In which areas are the pupils showing strengths? 4. What are the specific weaknesses in the upper fourth of the class? 5. What are the specific strengths in the lower fourth of the class? 6. Do the children of similar intelligence portray similar weaknesses? From a pedagogical point of view this study is important in directing the reading program of the school and in determining and discussing the methods and procedures of instruction to be followed. The fifth grades were chosen because this is the transition from the lower grades to the upper level, and primarily because three years would provide ample time to emphasize particular skills before high school entrance if necessary. In order to obtain an accurate evaluation of the strengths and weaknesses in reading, both standardized and informal tests were administered. The eighty-eight pupils for this study were selected from one parochial school in the city of Gary. Since this involved a status study, measurement tools were utilized. A variety of tests--The Kuhlman Anderson Intelligence Test, Iowa Test of Basic Skills, the Wide Range Pronunciation Test, and the Durkin Phonics Survey--were selected to identify important subskills and requisites for good comprehension. The quartile points and the quartile deviations of each of the subtest scores were calculated for the entire group and also for the upper and lower 27% of the group. The percentage of errors for each subskill was calculated and compared with the national norms. From the study of these results, a clear picture of the strengths and weaknesses of the group as a whole and of the lower and upper 27% would be presented. Even though this study would not concern itself directly with the cause and remediation of the weaknesses, it would, however, contribute toward determining causal factors and suitable remedial measures.


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