Fearing, Joseph L.2022-08-312022-08-311967196713959332https://hdl.handle.net/10657/10968The 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. [...]application/pdfenThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.Thesisreformatted digital