The Effects of Individualized Programs of Physical Education on Normal Children Who Have Reading Difficulties Page: 85
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85 .
8. The regular classroom teacher also taught reading
for a second period to all students each day; therefore,
during the second regular reading period, he worked
closely with the special reading teacher in order to insure
that both were working toward the same instructional goals.
All children included as subjects attended these special
reading classes, the criterion for their selection for parti-
cipation in the study.
Organization and Scheduling of the Physical
Training Program
The three treatment groups were randomly assigned to
each of the three schools by drawing for schedules of experi-
mental and control plans. The schema presented in Table IV
reflects the distribution of plans among the three elementary
schools.
Experimental groups were those subjects receiving in-
dividualized physical education; control groups were sub-
jects participating in the school's regular physical education
classes and those children assigned to the sedentary recrea-
tion classes. It may be observed from the chart that the
pupils were fairly evenly distributed among the three schools,
ranging.from seventy-seven at school "B" to eighty-three at
school "C." Similarly the pupils were fairly evenly dis-
tributed among the three treatment groups: seventy-one pupils
received the sedentary treatment; eight-two pupils partici-
pated in the regular physical education classes; eighty-six
pupils received individualized physical fitness trainincr.
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Williams, Sebron Belton, 1925-. The Effects of Individualized Programs of Physical Education on Normal Children Who Have Reading Difficulties, dissertation, May 1968; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc164284/m1/93/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .