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Madison Public Schools, WI. – 1976
A study was conducted to determine the effects of class size on the reading achievement of 517 representative Madison (Wisconsin) students in a three year longitudinal sample. Data included reading achievement, IQ, attitudes toward reading, parents' and teachers' ratings of student interest in reading, sex, age, socioeconomic status, and average…
Descriptors: Beginning Reading, Class Size, Predictor Variables, Primary Education