| Abstract: | The effectiveness of a resource room program was examined by testing 162 second- through sixth-grade students who had learning problems severe enough to qualify them for special services. Half of the students were randomly assigned to a resource room, while the others remained in the regular class. Results indicated that the children who were provided with resource room services as well as those who spent the entire day in the regular class gained significanlty in achievement over the year-long study. There was evidence on two of the four dependent variables that the resource room students gained more than those in the regular classroom. However, additional analyses found that these observed differences were relatively weak. If the control group had not been used, gains in achievement might have been attributed to the resource room, emphasizing the importance of using a control group. |
