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Pupils' Questions:
Their Nature and Their Relationship to the
Study Process. Doctor's thesis. Pittsburgh,
Pennsylvania: University of Pittsburgh, 1928.
158 pp.
9 Romiett Stevens: The Question as a
Measure of Efficiency in Instruction. Teachers
College Contribution to Education, No. 48.
New York: Teachers College, Columbia Uni
versity, 1912. 95 pp.
An Evaluation of the
Frostig Visual-Perceptual Training Program
JAMES N. JACOBS
Division of Program Development
Public Schoolt, Cinrinmiti, Ohio
Introduction
Grade Level
Prekindergarten
September
May
Gain
Kindergarten
September
May
Treatment
Experimental
(Frostig Program)
40.55*
43.06
+ 2.51
Control
41.84
48.29
Combined
Grade Means
41.42
41.29
40.98
42.18
.13
+ 1.20
43.05
48.73
+ 5.68
Gain
First Grade
September
May
+ 6.45
44.26
49.16
+ 4.90
42.00
52.06
45.35
48.03
43.68
50.04
Gain
Treatment Means
September
May
Gain
+ 10.06
+ 2.68
+ 6.36
41.46
47.81
+ 6.35
43.68
46.16
+ 2.48
42.57
46.99
+ 4.42
* Each cell mean is based on 31 pupils. The scores reported are the sums of five scale
scores, each of which is defined as perceptual age divided by chronological age, multiplied
by 10. A total scale score of 0 is equivalent to a perceptual quotient of 100.
Table 1. Mean September and May Frostig Test Scores and Gains Made by Experi
mental and Control Groups on the Frostig Test of Visual Perception by Grade Level
Experimental
(Frostig)
Grade
Prekindergarten
Difference
(E-C)
Kindergarten
First Grade
44.05
48.66
52.35
41.86
48.56
46.71
+2.19
+ .10
+5.64
Treatment Means
48.36
45.72
+2.64
337
Experi
mental
9.27
9.35
9.27
9.30
8.85
10.48
10.50
9.94
9.72
10.54
11.66
10.64
7.80
9.30
10.08
9.06
7.91
9.27
10.37
9.18
Control
Difference Treatment
Grade
(E-C)
Difference Difference
Sub-test 2: Figure-Ground
8.26
+ .59
10.03
+ .45
No
10.41
+ .09
No
No
Yes
Yes
Yes
Yes
Yes
+ .38
Yes
+ 1.79
Yes
+ .37
Yes
- .31
9.61
9.57
TxG
Interaction
+ .01