The Effects of Instruction on Test-Taking Skills in Second-Grade Black Children

Abstract

This research investigated the effects of instruction in test-taking techniques upon the standardized reading test scores of second-grade Black students. Fifty Black students were randomly selected from four second-grade classrooms and randomly assigned to either an experimental or a control condition. The experimental group received instruction in test-taking skills; the control group did not. Analysis of covariance indicated that the experimental group performed significantly higher (p <, 01) than the control group when administered the Stanford Achievement Test.