Abstract:
The purpose of this study was to observe new entrant pupils and detect any differences in specific behaviours which predict reading achievement. Several studies have reported correlations between classroom behaviours and achievement and have shown that intervention to modify these behaviours increases achievement. Such findings imply that behavioural observations provide one effective approach to first, explaining and second, changing achievement differences between the sexes and ethnic groups. Therefore, this study was designed to record individual, sex, and ethnic differences in the "academic survival skill" behaviours of five-year-old Pakeha, Maori, and other Polynesian subjects, and to correlate such behaviours with scores on the Burt reading test, teacher ratings of reading skills, and imitation scores.
Video equipment was used to record children in new entrant classrooms. This facilitated relatively reliable ratings of specific behaviours. Four hypotheses were advanced. Although no significant sex or ethnic differences occurred on the achievement measures, significant behavioural differences were demonstrated. Results confirmed the first hypothesis that certain academic survival behaviours recorded were predictive of achievement. The second hypothesis that girls and boys exhibit differences in academic survival skills was confirmed. Boys showed a higher incidence of "not attending" than girls, and girls were located closer to the teacher. Thirdly, specific academic survival skill differences were found among the ethnic groups, on the behaviours attending, not complying, negative interaction with peers, and location. Finally, despite a lack of significant sex differences in imitation, significant ethnic differences were demonstrated, with Other Polynesians highest on imitative responses, and Pakehas lowest. Imitative responses correlated with low volunteering behaviour and a more distant location, implying that shyness or wariness of adults intervened.
Results were discussed in terms of implications for future research, and remediation. A complex, multicultural approach to remedial intervention was advocated, with specific reference to the potential of peers in educational programmes.
