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ERIC Number: ED010062
Record Type: RIE
Publication Date: N/A
Pages: 70
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
AN EVALUATION OF THREE APPROACHES TO TEACHING READING IN FIRST GRADE.
BORDEAUX, ELIZABETH A.
THE PURPOSE OF THIS STUDY WAS TO COMPARE THE FOLLOWING APPROACHES TO TEACHING FIRST GRADE READING (1) A TRADITIONAL BASAL READER, (2) BASAL READER PLUS INTENSIVE PHONICS INSTRUCTION, AND (3) THE LATTER TWO METHODS PLUS SENSORY EXPERIENCES. THESE THREE APPROACHES WERE TRIED FOR 140 SCHOOL DAYS (1 YEAR), USING 28 FIRST-GRADE CLASSES. THEY WERE EXAMINED FROM THE STANDPOINTS OF PUPIL ACHIEVEMENT ON THE WHOLE AND ACHIEVEMENT WITHIN CERTAIN GROUPS OF CHILDREN. AMONG THE GROUPS CONSIDERED WERE BOYS VERSUS GIRLS, NEGROES VERSUS WHITES, AND REPEATERS VERSUS NONREPEATERS. ALSO CONSIDERED WERE FACTORS OF GENERAL MATURITY AND LEVEL OF HOME ENVIRONMENT. READINESS TESTS, AN INTELLIGENCE TEST, ACHIEVEMENT TESTS, AND NONTEST DATA WERE USED TO OBTAIN THE PROJECT RESULTS. THESE RESULTS SHOWED THAT NO ONE OF THESE THREE APPROACHES WAS CONSISTENTLY SUPERIOR TO THE OTHER TWO IN ALL AREAS OF ACHIEVEMENT CONSIDERED. CERTAIN TEST SUBSCORES, HOWEVER, DID INDICATE SUPERIORITY OF THE SENSORY EXPERIENCES APPROACH. WHERE THE DIFFERENCES WERE NOT SIGNIFICANT, THE DIFFERENCE WAS STILL IN FAVOR OF THIS APPROACH IN ALL INSTANCES. THE BASAL READER APPROACH WAS SECOND BEST FOR NEGRO SUBJECTS. FOR WHITE SUBJECTS, THERE WAS NO DIFFERENCE BETWEEN THE BASAL READER AND PHONICS APPROACHES. FOR REASONS OF UNCONTROLLED VARIABLES, COMPARISONS OF TOTAL BOYS VERSUS TOTAL GIRLS COULD NOT BE MADE. IT WAS SUGGESTED THAT IF THE STUDY WERE DUPLICATED WITH DIFFERENT CHILDREN AND TEACHERS, HOWEVER, QUITE DIFFERENT RESULTS MIGHT BE OBTAINED. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Goldsboro City Schools, NC.; North Carolina State Dept. of Public Instruction, Raleigh.
Identifiers: North Carolina (Goldsboro)