The effects of extended activity on first grade reading readiness and achievement

The purpose of the study was (1) to determine whether the provision of extended activities would significantly influence reading readiness and reading achievement at the first grade level, based upon relative pupil growth or change as measured by standardized reading readiness tests and standardized reading achievement tests, (2) to determine whether activity-rich or activity-poor children tended to gain more from these activities, and (3) to determine whether these activities could be provided by the school district in a practical and economical manner. The study was conducted in the Lufkin Independent School District during the 1966-196? school year. Approximately 235 first grade students from four elementary schools in the district were the subjects. Two of the schools were predominantly Negro and two were predominantly white. Of the two predominantly Negro schools, 42 percent of one school's student population and 36 percent of the other's student population were classified as educationally and economically deprived. Less than 5 percent of each of the predominantly white schools' student population was classified as deprived. [...]