Descriptive statistics were computed for male and female groups. They were used to test three null hypotheses. A t test for correlated data was computed to compare differences between each component of attitude and reading achievement. Chi square with Yates Correction Factor was computed to determine if relationships existed between measured attitude and reading vocabulary and reading comprehension. The .05 level of confidence was adopted as being significant for the purpose of this study.

The problem of this study was to determine whether students who attend an alternative high school experienced a change in attitude toward school, self and others; and, if any change was reflected in improvement in reading comprehension and reading vocabulary.

The following conclusions were drawn from the study: (1) The male and female subjects showed a positive change (.01) in attitude toward school, self and others. (2) Male and female subjects showed significant growth (.01) in reading comprehension. (3) Male and female subjects did not show significant growth in reading vocabulary. (4) Attitudes toward school and others had a significant relationship (.05) to improvement in reading comprehension among male subjects. (5) Changes in attitudes toward school, self and others were not related to improvement in reading vocabulary or comprehension in the female group. (6) Changes in attitudes toward school, self and others were not related to improvement in reading vocabulary and comprehension among males and females attending an alternative high school were not significant.

The subjects included in this study were attending an alternative high school in the Oklahoma City Public School System. They were composed of students who had been in attendance there for the entire school year and ranged from tenth through twelfth grade. The random sample included 20 males and 20 females.

The instruments utilized for data collection were: The Gates-MacGinitie Reading Survey, F, Form l and 2 (1969 revision) and the Oklahoma Scales. They were administered to all enrolled students during the first and last month of the school term. Student responses were marked on separate handscorable answer sheets. All testing and scoring was done by the researcher.

Based upon the results and conclusions of this study, it is recommended that further investigative efforts be directed toward comparing changes in attitudes and its relationship to reading improvement among students attending traditional high schools to those of students attending alternative high schools. Additionally, literature suggests that individual attitudes become more indelible as students mature. It is recommended that further investigation, which includes samples of younger age groups, may clarify the issue concerning the relationship between change in attitude and reading achievement.

The purpose was to obtain information concerning the importance of exploring student attitudes when diagnosing and prescribing programs for disabled readers.