REAP For Indian Children Entering an Urban School System
Marcuzzi, Rose Marie
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This study investigated the English oral language and reading skills used by six Indian children entering an urban school in Saskatoon. Rose's Educational Assistment Program was developed and administered to assist students in areas of skill deficiencies. The areas were identified by the administration of a set of diagnostic, standardized tests. Following the three month treatment, post-test forms of the same tests were administered. The study found, by the t-test analysis of mean scores, that the students' language skills increased significantly at the .05 level in word recognition, word attack, translating from oral language to written, and recognizing initial and final consonants. On the basis of the rejection of the four null hypotheses being tested, the study concluded that REAP as it was designed and used was beneficial in the development of English oral language and reading skills of the study sample. The observational data collected during the study suggested that REAP also was related to positive growth in the self-concept and self confidence of the children. This was considered to be an important factor, supported by the literature concerning Indian children which suggested that "not only does poor self-concept interfere with learning to read, but that the reading disability leads to an even poorer self-concept" (Quandt, 1972, p. 9). It was speculated that the small group and individualized teaching in a concentrated time frame may have been an important component in the success of REAP. The study findings and conclusions were limited by the small sample, the high level of correlation among tests, the level of difficulty of the pre-test forms, and the ability of the researcher to diagnose language difficulties and construct appropriate materials to overcome deficiencies. Since Indian children showed positive increases in skills involving word recognition, word attack, translation of words from oral to written forms, the researcher concluded that Rose's Educational Assistment Program was beneficial to Indian children entering an urban school.