The Relationship Between Reading Performance and Discipline Referrals
Committee ChairMishra, Shitala
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe objective of this longitudinal study was to determine if a relationship between reading performance and discipline referral contacts could be found in a cohort of students at third and fifth grades. Archival data for a sample of 112 6th graders attending a select Hawaiian Island school were obtained from mandatory State assessment and discipline referral records. T-test and one-way analysis of variance were completed to evaluate the effects of grade, gender, SES, and ethnicity. Results of data analysis revealed no significant differences in reading performance for referred and non-referred subjects across all sampled groups. Implications for future studies suggest supplementing discipline referral data with additional behavioral measures such as behavior rating scales and observation. Increasing sample sizes to reflect a larger number of overall subjects across a wider range of grades is also needed. Finally, it is suggested that variables such as IQ, language functioning, and disabilities be included in future analyses.
Degree ProgramSpecial Education & Rehabilitation