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ERIC Number: ED010602
Record Type: RIE
Publication Date: 1966
Pages: 188
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
EFFECT OF A SPECIAL PROGRAM IN LITERATURE ON THE VOCABULARY AND READING ACHIEVEMENT OF SECOND GRADE CHILDREN IN SPECIAL SERVICE SCHOOLS.
COHEN, DOROTHY H.
A SPECIAL PROGRAM OF LITERATURE AND ACCOMPANYING ACTIVITIES WAS INTRODUCED INTO THE CURRICULUM OF DISADVANTAGED SECOND-GRADE CHILDREN TO CAUSE SIGNIFICANT MEASURABLE IMPROVEMENT IN THE VOCABULARY AND READING ACHIEVEMENT OF THESE CHILDREN. SEVEN SPECIAL-SERVICE ELEMENTARY SCHOOLS IN NEW YORK CITY PROVIDED THE RESEARCH SETTING. AT THE BEGINNING OF THE RESEARCH, 580 SECOND-GRADE CHILDREN WERE ADMINISTERED THE FREE ASSOCIATION VOCABULARY TEST AND THE METROPOLITAN READING ACHIEVEMENT TEST, UPPER PRIMARY, GRADE 2. EXPERIMENTAL AND CONTROL CLASSES WERE SET UP ON A RANDOM BASIS. FOR THE EXPERIMENTAL CLASSES, TEACHERS WERE ASKED TO READ A STORY EVERY DAY OF THE SCHOOL YEAR FROM SPECIALLY SELECTED BOOKS. THESE STORIES WERE INTRODUCED IN AN ORDER OF INCREASING DIFFICULTY AND WERE EACH ACCOMPANIED BY FOLLOWUP ACTIVITIES DESIGNED TO ENHANCE COMPREHENSION. STORIES READ TO THE CONTROL CLASSES WERE INTRODUCED ONLY AS AN OCCASIONAL TREAT AND FOLLOWED NO SPECIFIED PATTERN. POST-TESTS ADMINISTERED AT THE END OF THE ACADEMIC YEAR YIELDED SUITABLE DATA FROM 285 PUPILS. ANALYSES OF COVARIANCE LED TO THE CONCLUSION THAT ORAL LANGUAGE CORRELATES WITH READING, AND BOTH CAN BE SIGNIFICANTLY IMPROVED BY REGULAR EXPOSURE TO STORIES READ ALOUD. ONE OF THE IMPLICATIONS OF THE RESEARCH WAS THAT TEACHERS, ESPECIALLY TEACHERS OF THE DISADVANTAGED, MUST BE FAMILIAR WITH CHILDREN'S LITERATURE SUITABLE TO THE AGE AND STAGE OF DEVELOPMENT OF THE CHILDREN THEY ARE TEACHING. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: New York Univ., NY. School of Education.
Identifiers: Free Association Vocabulary Test (Tinker et al); Metropolitan Achievement Tests; NEW YORK; New York (New York)