The Effects of Looping on Second Graders’ Reading Achievement and Attitudes Towards School

Abstract

The purpose of this study was to examine the impact of looping on the reading achievement of second graders. The impact of looping on the attitudes towards school of these students and their parents also was assessed. The Fountas and Pinnell Benchmark System was used to collect baseline reading scores for both looping and non-looping students at the beginning of their first grade year. The same measurement was used in the third quarter of the students’ second grade year and the amount of reading growth between the looping and non-looping students was compared. Results indicated the gains in reading levels were statistically significantly larger for the students who looped compared to those who did not ( t=3.33, p<.003), although on average both groups progressed. Surveys also were given to the students and parents of both groups to determine their attitudes towards school. The mean ratings of items related to positive feelings about school were higher for each item for the looping students and their parents compared to those of non-looping students and their parents and the scales’ mean total scores were significantly higher for looping students (t= 4.774, p< .000) and parents (t=5.061, p<.000) than for their non-looping counterparts. Further research in the area of looping is recommended to determine if the looping process is beneficial in other grade levels and elementary schools.