This paper discusses a study undertaken to examine the contributions of quantity and quality of instruction to reading achievement. Models of school learning by Wiley and Harnischfeger (W-H) were used in this study. The study sample consisted of fourth, fifth, and sixth graders who had complete data on the major variables under consideration and…

Recent research by Smith and Glass indicates that academic achievement is often correlated with class size. Findings from the Beginning Teacher Evaluation Study suggest that teachers can do a better job with smaller classes partly because they are able to individualize instruction. Yet the possibility of reducing class size significantly is…