Reading Achievement and Geographic Mobility / Mary A. Gilchrist.

The relationship between geographic mobility and pupil achievement in reading was investigated for a sample of 2,072 sixth-grade children. A three-way analysis of variance design provided for the study of three levels of mobility when boys and girls were grouped into three levels of ability. Two additional covariates were employed to cause the groups to be comparable in terms of occupational status and educational attainment of the head of the household. The only statistically significant interaction between mobility and the other variables revealed that the highly mobile pupils showed significantly less achievement in word knowledge than did their less mobile classmates. There was no significant difference between mobile and nonmobile children for total reading or reading comprehension mean scores. Tables and references are included. (CM)

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