The Effects of Criterion-Referenced Reading Program on Attitude and Achievement

Abstract

The purpose of this study was to investigate the correlation between the scores of third grade students on a criterion-referenced reading test and their attitudes toward reading. The instruments used were the Spencerport/Houghton Mifflin Criterion-Referenced Test-Read (CRT) and the Fiddler Reading Attitude Questionnaire (FRAT). There were two heterogeneously grouped classes involved, a total of fifty-two students. Statistical analysis indicated that the correlation of the results of the pretests showed a significant relationship between positive attitude toward reading and successful performance on the CRT. The analysis of the post test results failed to show a significant correlation between attitude and achievement. There was no significant difference in the attitudes of the students after participating in the CRT program.