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ERIC Number: ED003708
Record Type: RIE
Publication Date: 1965
Pages: 158
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
COMPARISON OF TWO METHODS OF TEACHING READING IN GRADES 5 AND 6.
PARKER, CECIL J.; THATCHER, DAVID A.
BASAL READING (BR) AND INDIVIDUALIZED READING (IR) METHODS OF TEACHING ELEMENTARY SCHOOL CHILDREN TO READ WERE COMPARED TO DETERMINE THEIR CONTRIBUTION TO SKILL IN CREATIVITY AND PROBLEM-SOLVING. TEACHERS (N 29) WERE SELECTED TO PARTICIPATE IN THE STUDY. FIFTEEN TEACHERS WERE DIVIDED INTO A RANDOMLY ASSIGNED (RA) GROUP AND A TEACHER PREFERENCE (TP) GROUP. THE RA TEACHERS WERE PAIRED ACCORDING TO RATED COMPETENCE AND YEARS OF EXPERIENCE. EACH TP TEACHER TAUGHT TWO CLASSES, ONE BY EACH OF THE TWO METHODS. THE FIFTH- AND SIXTH-GRADE PUPILS IN THE PARTICIPATING TEACHER CLASSES WERE TESTED BY PRE- AND POST-TESTS PROCEDURES. A LIST WAS KEPT OF ALL BOOKS READ BY THE SUBJECTS DURING THE SCHOOL YEAR. THE RESULTS INDICATED THAT IN THE IR PROGRAM, THE CHILDREN READ MORE BOOKS. HOWEVER, THERE WERE FEW SIGNIFICANT DIFFERENCES IN CREATIVITY AND PROBLEM-SOLVING TESTS RESULTS BETWEEN THE GROUPS. FURTHER RESEARCH WAS RECOMMENDED TO EXPLORE THE RELATIONSHIP BETWEEN METHODS OF READING INSTRUCTION, CREATIVITY, AND PROBLEM-SOLVING. (RS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: California Univ., Berkeley.
Identifiers: CALIFORNIA; California (Berkeley)