Evaluating curriculum fit with class ability

To evaluate curriculum fit with class ability, the magnitude of individual differences in size and number of instructional subunits read were examined, as well as number of repetitions (days) of a unit required to achieve a criterion level of performance. Two groups of 5th graders--a high IQ group (...

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Bibliographic Details
Published in:Journal of educational psychology 1980-06, Vol.72 (3), p.338-344
Main Authors: Gettinger, Maribeth, White, Mary A
Format: Article
Language:English
Subjects:
Academic Aptitude
Curriculum
Elementary School Students
Human
Individual Differences
Intelligence Quotient
Learning Rate
Reading Achievement
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Summary:To evaluate curriculum fit with class ability, the magnitude of individual differences in size and number of instructional subunits read were examined, as well as number of repetitions (days) of a unit required to achieve a criterion level of performance. Two groups of 5th graders--a high IQ group (40 Ss) and an average IQ group (28 Ss)--read units of social science material from textbooks used in their own schools and in the other group's school. Empirical ratios (for the time to achieve criterion level and for the number of subunits to criterion level) of 3:1 and 5:1 were obtained for the average IQ group and the high IQ group, respectively, on their own curricula. The time to criterion and the number of subunits mastered in 8 days were correlated with IQ and reading achievement for both groups. (13 ref)
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.72.3.338