Effects of Short‐ and Long‐Term Developmental Reading Courses Upon S.A.T. Verbal Scores

Pallone, Nathaniel J.

doi:10.1002/j.2164-4918.1961.tb02033.x

Cited by 26 publications

(46 citation statements)

References 1 publication

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“…1959;Evans & Pike, 1973;Frankel, 1960;Pallone, 1961;Roberts & Oppenheim, 1966;Whitla, 1962) were not, because of differences in the characteristics of examinees and the types of test items involved, readily generalizable to the new -3-analytical section of the GRE Aptitude Test.l Evans (1977) investigated the susceptibility of the quantitative section of the GRE Aptitude Test to special preparation, but severe sample attrition rendered the results inconclusive. Also.…”

Section: The Restructured Gre Aptitude Testmentioning

confidence: 99%

A Study of the Effects of Special Preparation on Gre Analytical Scores and Item Types

Swinton

Powers²

1982

ETS Research Report Series

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Section: The Restructured Gre Aptitude Testmentioning

confidence: 99%

A Study of the Effects of Special Preparation on Gre Analytical Scores and Item Types

Swinton

Powers²

1982

ETS Research Report Series

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“…Three studies have been conducted--those by Pallone in 1961, by Marron in 1965, aad by Coffman and Parry in 1967--that lacked any control group for ev~luating unusual patterns of score change. Pallone (1961) examined the effects of short-and long-term intensive developmental reading courses on SAT scores of students in a private school for boys.…”

Section: Studies With No Control Groupsmentioning

confidence: 99%

“…Pallone (1961) examined the effects of short-and long-term intensive developmental reading courses on SAT scores of students in a private school for boys.…”

Section: Studies With No Control Groupsmentioning

confidence: 99%

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Time and Method in Coaching for the Sat

Messick

Jungeblut

1980

ETS Research Report Series

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An exhaustive review of studies of coaching for the SAT revealed them to be methodologically flawed in a variety of ways. Despite these flaws and the attendant noise obscuring the results, some definite regularities emerged relating the size of score effects associated with coaching to the amount of student contact time entailed in the coaching programs. Rank-order correlations between these two variables were upwards of .7 for both SAT-Verbal and SAT-Math. The relationship proved to be nonlinear, however, with arithmetically increasing amounts of score effect being associated with geometrically increasing amounts of student contact time, which in these data may also be serving as a proxy for increasing curriculum emphases on content knowledge and skill development as opposed to item review and practice. Thus, within the limitations of the available fragmentary data, there appear to be diminishing returns in SAT coaching effects, especially in Verbal.According to the logarithmic models fit to the data, the student contact time required to achieve average score increases much greater than 20 to 30 points (on a 200-to BOO-point scale) for both SAT-Verbal and -Math rapidly approaches that of full-time schooling.

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“…Pallone (1961) (Marron, 1965;Jacobs, 1966) Two additional studies (Moore, 1971;Whitely & Dawis, 1974) are addressed specifically to questions regarding instruction for answering analogy items. Slakter, 1974;Diamond & Evans) 1972;Ebel, 1965;Millman, Bishop & Ebel, 1965;Stanley, 1971).…”

Section: Instruction For the Sat-verbalmentioning

confidence: 99%

Short‐term Instruction, Testwiseness, and the Scholastic Aptitude Test: A Literature Review With Research Recommendations

Pike

1978

ETS Research Bulletin Series

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The research literature on short‐term instruction (STI) and intermediate‐term instruction (ITI) for the SAT‐Mathematics and SAT‐Verbal was reviewed. Selected studies of STI and ITI for tests other than the SAT‐M and SAT‐V, and of testwiseness (TW), per se, were included in the survey if they were judged relevant to the question of special instruction for the SAT. The research studies were reviewed and interpreted within the framework of a score components model which posited four content‐related and two TW score components, as well as two secondary ones (test‐taking confidence and efficiency), that are theoretically subject to STI and ITI effects. In addition, examinee, item, and instructional characteristics were considered, as these relate to the score components model. Basic discrepancies between negative and positive findings were noted for both the SAT‐M and the SAT‐V. These were generally resolved in favor of recognizing meaningful STI effects for the SAT‐M, but remain unresolved for the SAT‐V. Recommendations were made for SAT‐M and SAT‐V research allowing STI effects to be partitioned according to examinee, item, and instructional characteristics, as these apply to selected test score components.

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Effects of Short‐ and Long‐Term Developmental Reading Courses Upon S.A.T. Verbal Scores

Cited by 26 publications

References 1 publication

A Study of the Effects of Special Preparation on Gre Analytical Scores and Item Types

A Study of the Effects of Special Preparation on Gre Analytical Scores and Item Types

Time and Method in Coaching for the Sat

Short‐term Instruction, Testwiseness, and the Scholastic Aptitude Test: A Literature Review With Research Recommendations

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