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ERIC Number: ED010051
Record Type: RIE
Publication Date: 1966
Pages: 169
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
COMPARISON OF READING ACHIEVEMENT OF FIRST-GRADE CHILDREN TAUGHT BY A LINGUISTIC APPROACH AND A BASAL READER APPROACH.
SCHNEYER, J. WESLEY; AND OTHERS
THE RELATIVE EFFECTIVENESS OF TWO APPROACHES FOR TEACHING READING TO FIRST-GRADE CHILDREN AT HIGH, AVERAGE, AND LOW ABILITY SCORE LEVELS WAS INVESTIGATED, AND THE VARIABLES THAT DIFFERENTIATED BETWEEN HIGH AND LOW ACHIEVERS UNDER BOTH APPROACHES WERE COMPARED. THE TWO APPROACHES WERE--(1) THE FRIES LINGUISTIC METHOD, AND (2) THE SCOTT, FORESMAN BASAL READER METHOD. TWELVE CLASSES IN EACH TREATMENT, 4 WITHIN EACH TREATMENT AT EACH OF THE 3 ABILITY SCORE LEVELS WERE INVOLVED IN THE STUDY (A TOTAL OF ABOUT 670 PUPILS). A NUMBER OF PRETESTS WERE ADMINISTERED TO ALL SUBJECTS, AND AFTER A 140-DAY INSTRUCTIONAL PERIOD, 7 CRITERION MEASURES WERE USED TO TEST DEGREES OF ACHIEVEMENT INCLUDING--(1) THE PHILADELPHIA READING TEST (PRT), (2) A LINGUISTIC READING TEST, (3) WORD MEANING, (4) PARAGRAPH MEANING, (5) VOCABULARY, (6) SPELLING, AND (7) WORD STUDY SKILLS. WHEN THE TWO TREATMENT GROUPS WERE CONSIDERED AS A WHOLE (THAT IS, WITHOUT BREAKDOWN OF ABILITY SCORE LEVELS OR SEXES), AND WHEN THE EVIDENCE OBTAINED FROM ALL THE CRITERION VARIABLES WERE TAKEN INTO ACCOUNT, NO GENERAL STATEMENT COULD BE MADE ABOUT THE SUPERIORITY OF ONE APPROACH OVER THE OTHER. THERE WERE, HOWEVER, SIGNIFICANT DIFFERENCES BETWEEN TREATMENTS FAVORING THE BASAL READER GROUP FOR FIVE OF THE SEVEN CRITERION MEASURES. FINDINGS WITH RESPECT TO THE EFFECT OF ABILITY ON TEST SCORES WERE NOT SIGNIFICANT FOR EITHER TREATMENT. FOLLOWUP STUDIES ARE TO BE CONDUCTED AS THE CHILDREN PROGRESS THROUGH THE SECOND AND THIRD GRADES. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Pennsylvania Univ., Philadelphia.
Identifiers: FRIES LINGUISTIC METHOD; PENNSYLVANIA; Pennsylvania (Philadelphia); Philadelphia Reading Test; SCOTT FORESMAN BASAL READER