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ERIC Number: ED010058
Record Type: RIE
Publication Date: 1966
Pages: 146
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE EFFECTIVENESS OF TEACHING READING IN KINDERGARTEN.
BRZEINSKI, JOSEPH; MCKEE, PAUL
THIS STUDY INVESTIGATED THE EFFECTIVENESS OF BEGINNING THE TEACHING OF READING IN KINDERGARTEN. THE LONGITUDINAL EFFECTS AS WELL AS THE INITIAL RESULTS WERE EXAMINED. THE PROGRESS OF THE CHILDREN IN THE STUDY WAS FOLLOWED FROM THE KINDERGARTEN THROUGH THE FIFTH GRADE. THE SAMPLE CONSISTED OF 4,000 KINDERGARTEN PUPILS RANDOMLY ASSIGNED BY THE SCHOOL TO COMPARABLE CONTROL AND EXPERIMENTAL GROUPS. INSTRUCTIONS WERE SIMILAR EXCEPT FOR ONE MAJOR DIFFERENCE. THE EXPERIMENTAL GROUP RECEIVED PLANNED, SEQUENTIAL INSTRUCTION IN BEGINNING READING, WHILE THE CONTROL GROUP HAD ACTIVITIES WHICH DEVELOPED READING READINESS. THE PRINCIPAL STATISTICAL TECHNIQUE WAS ANALYSIS OF VARIANCE-COVARIANCE TECHNIQUE. THE PRIMARY VARIABLE CONSIDERED WAS THE TIME OF BEGINNING READING. OTHER VARIABLES WERE MENTAL AGE, CHRONOLOGICAL AGE, SEX, IQ, AND FAMILY CHARACTERISTICS. THESE LATTER VARIABLES WERE ALSO USED AS COVARIATES. COMPARISONS WERE MADE ON THE CRITERION VARIABLE (READING ACHIEVEMENT) BETWEEN EXPERIMENTAL AND CONTROL GROUPS AND EFFECTS OF OTHER VARIABLES WERE STUDIED IN THE SAME WAY. ANALYSIS OF VARIANCE ALLOWED COMPUTATION OF THE INTERACTION BETWEEN VARIABLES. IN EVERY CASE, ATTENTION WAS GIVEN TO THE INTERACTION OF THE TREATMENT VARIABLE (TIME OF BEGINNING READING) WITH THE OTHER VARIABLES IN DETERMINING THE EFFECT OF THE CRITERION VARIABLE (READING ACHIEVEMENT). OPTIMUM READING ACHIEVEMENT WAS OBTAINED BY BOYS AND GIRLS WHO RECEIVED THE EXPERIMENTAL BEGINNING READING INSTRUCTION IN KINDERGARTEN AND WHO HAD AN ADJUSTED READING PROGRAM IN LATER GRADES. SUCH ADJUSTMENT WAS NECESSARY FOR THE MEASURABLE ADVANTAGES OF EARLY READING INSTRUCTION TO BE PRESERVED BEYOND THE SECOND GRADE. WHEN THE ADVANTAGES OF AN EARLY START IN READING WERE FOLLOWED UP, STATISTICALLY SIGNIFICANT GAINS IN READING ACHIEVEMENT PERSISTED THROUGHOUT THE ENTIRE STUDY. (GC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Colorado State Dept. of Education, Denver.; Denver County Public Schools, CO.
Identifiers: Colorado (Denver)