NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED003358
Record Type: RIE
Publication Date: 1965
Pages: 179
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
READING ACHIEVEMENTS OF FIRST GRADE BOYS VERSUS FIRST GRADE GIRLS USING TWO APPROACHES--A LINGUISTIC APPROACH AND A BASAL READER APPROACH WITH BOYS AND GIRLS GROUPED SEPARATELY.
WYATT, NITA M.
SEX DIFFERENCES IN READING ACHIEVEMENT RESULTING FROM USE OF TWO DIFFERENT APPROACHES TO TEACHING READING IN THE FIRST GRADE WERE STUDIED. A STANDARD BASAL READER APPROACH WAS USED WITH READING GROUPS DIVIDED BY SEX AS WELL AS ABILITY. PACE AND EMPHASIS OF INSTRUCTION FOR THE BOYS WAS ADAPTED TO SUIT THEIR NEEDS. A LINGUISTIC APPROACH ORGANIZED TO SUIT THE APTITUDES OF BOYS FOR TRANSFER AND INDUCTIVE REASONING WAS USED WITH GROUPS DIVIDED BY ABILITY ONLY. EACH OF THE TWO EXPERIMENTAL GROUPS AND THE CONTROL GROUP CONSISTED OF 10 FIRST-GRADE CLASSES, GIVING A TOTAL SAMPLE OF 633 SUBJECTS. AT THE CLOSE OF A 140-DAY INSTRUCTIONAL PERIOD, ACHIEVEMENT TESTS WERE GIVEN. FOR WORD READING SKILL, THE BOYS IN BOTH EXPERIMENTAL GROUPS EXCELLED THE CONTROL GROUP, AND THE LINGUISTIC METHOD PROVED SUPERIOR TO THE BASAL READER APPROACH. GIRLS IN ALL THREE GROUPS HAD SIGNIFICANTLY HIGHER MEANS THAN THE BOYS IN THE SAME GROUP ONLY ON THE TEST OF PARAGRAPH MEANING. ON NEARLY EVERY MEASURE OF ACHIEVEMENT, THE LINGUISTIC APPROACH SEEMED THE MORE EFFECTIVE. SEX GROUPING WAS SLIGHTLY ADVANTAGEOUS FOR BOYS BUT APPEARED DETRIMENTAL TO GIRLS. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Kansas Univ., Lawrence.
Identifiers: KANSAS