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ERIC Number: ED002587
Record Type: RIE
Publication Date: N/A
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
AN INTEREST APPROACH TO READING.
STORY, GEORGE O.; AND OTHERS
AN EXPERIMENTAL FIRST-GRADE READING PROGRAM EMPHASIZING UNINTERRUPTED STORY READING WAS REPORTED. SUBJECTS CONSISTED OF ONE OF THREE UNSELECTED FIRST GRADES IN AN ELEMENTARY SCHOOL. INSTEAD OF USING WORKBOOKS AND HAVING SUCH FORMAL TESTS AS VOCABULARY LISTS AND END-OF-BOOK TESTS, PUPILS READ A NEW STORY EVERY MORNING, REPEATED IT IN THE AFTERNOON AND AT HOME IN THE EVENING FOR THEIR PARENTS, WHO WERE INSTRUCTED TO LISTEN TO THEIR CHILDREN FOR AT LEAST 10 MINUTES A DAY. THE INITIAL READING WAS SUPPLEMENTED THROUGH USE OF THE OVERHEAD PROJECTOR AND TRANSPARENCIES OF THE READING BOOKS. STORY CONTINUITY WAS NOT BROKEN NOR WERE NEW WORDS ANALYZED WHILE READING PROGRESSED. NEW WORDS WERE SUPPLIED BY THE TEACHER DURING THE FIRST READING, WHICH WAS A CHORAL READING. THE READING MATERIALS CONSISTED OF 10 PREPRIMERS, SIX PRIMERS, FOUR FIRST-GRADE BOOKS, THREE EARLY SECOND-GRADE BOOKS, AND 10 SUPPLEMENTARY BOOKS AT VARYING LEVELS. TITLES AND PUBLISHERS OF ALL THE MATERIALS WERE LISTED. ALTHOUGH THE EXPERIMENT WAS NOT CONTROLLED, CERTAIN OBSERVATIONS WERE WARRANTED. PUPIL AND PARENT INTEREST WAS HIGH. THIRD-GRADE TEACHERS REPORTED THAT THEIR CLASSES (THE FIRST PARTICIPANTS IN THE EXPERIMENTAL PROGRAM) WERE SIGNIFICANTLY ADVANCED IN READING INTEREST AND ABILITY. ALTHOUGH RESULTS OF THE BOND-CLYMER-HOYT DEVELOPMENTAL READING TESTS DID NOT SHOW SIGNIFICANT DIFFERENCES BETWEEN THE EXPERIMENTAL AND REGULAR CLASSES, THE EXPERIMENTAL CLASSES SCORED SLIGHTLY HIGHER. THE GENERAL INCREASE OF INTEREST IN THE PROGRAM APPEARED TO INFLUENCE POSITIVELY THE RESULTS IN ALL CLASSES.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Oriskany Public Schools, NY.
Identifiers: N/A