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ERIC Number: ED012686
Record Type: RIE
Publication Date: N/A
Pages: 105
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
INDIVIDUALIZED READING VERSUS A BASAL READER PROGRAM IN RURAL COMMUNITIES, A SECOND YEAR--GRADES ONE AND TWO.
MOQUIN, L. DORIS; SPENCER, DORIS U.
THE EFFECTIVENESS OF THE INDIVIDUALIZED READING PROGRAM OF COOPERATIVE RESEARCH PROJECT-2673 WAS EVALUATED. THE STUDY REPEATED THE PROGRAM IN MANY OF THE ORIGINAL CLASSES AND EXTENDED THE METHOD TO NEW FIRST-GRADE CLASSES. THE ACHIEVEMENT OF THESE CLASSES WAS COMPARED WITH THAT OF FIRST GRADES TAUGHT BY THE BASAL READER METHOD. THE STUDY CONTINUED THE INDIVIDUALIZED METHOD THROUGH SECOND GRADE FOR THOSE PUPILS WHO HAD RECEIVED INSTRUCTION BY THIS METHOD IN THE FIRST-GRADE STUDY. THE ACHIEVEMENT OF THESE CLASSES WAS COMPARED WITH THAT OF SECOND-GRADE CLASSES TAUGHT BY THE BASAL READER PROGRAM. NEW TEACHERS ATTENDED A PRESCHOOL WORKSHOP. FOR THE TEST PERIOD OF 140 DAYS, THE INDIVIDUALIZED PROGRAM USED THE SPEECH-TO-PRINT-PHONICS PROGRAM WHILE THE BASAL PROGRAM UTILIZED THE SCOTT-FORESMAN SERIES. PRE-, MEDIAL-, AND POST-TESTS WERE ADMINISTERED TO THE FIRST AND SECOND GRADERS. A MULTIVARIATE ANALYSIS OF COVARIANCE WAS USED TO ANALYZE THE DATA. FIRST GRADERS WITH PRESCHOOL EXPERIENCE PREFORMED BETTER THAN THOSE WITH NO PRESCHOOL EXPERIENCE IN READINESS SKILLS. THE PREINSTRUCTIONAL ACHIEVEMENT OF THE INDIVIDUALIZED SECOND-GRADE CLASSES WAS SUPERIOR TO THAT OF THE BASAL CLASSES. SEX DIFFERENCES WERE FOUND ON SOME OF POST-TEST MEASURES. THE INDIVIDUALIZED SECOND-GRADE GROUPS SCORED SIGNIFICANTLY HIGHER ON ALL POST-TEST MEASURES, EXCEPT ON TWO ARITHMETIC TESTS. ADDITIONAL RESULTS, CONCLUSIONS, AND REFERENCES ARE INCLUDED. (BK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Johnson State Coll., VT.
Identifiers: Johnson State College VT; SPEECH TO PRINT PHONICS