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ERIC Number: ED013713
Record Type: RIE
Publication Date: 1967
Pages: 151
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
COMPARISON OF THREE METHODS OF TEACHING READING IN THE SECOND GRADE.
SHELDON, WILLIAM D.; AND OTHERS
A CONTINUATION OF A FIRST-GRADE STUDY OF THREE APPROACHES TO BEGINNING READING AND OF THEIR EFFECT ON GROWTH IN COMPREHENSION AND INTERPRETATION SKILL IS REPORTED. THE BASAL, THE MODIFIED LINGUISTIC, AND THE LINGUISTIC APPROACHES WERE STUDIED. TWENTY-ONE SECOND-GRADE CLASSROOMS IN THREE CENTRAL NEW YORK SCHOOL DISTRICTS PARTICIPATED IN THE EXPERIMENT WHICH LASTED 140 DAYS. THE COMMUNITIES IN WHICH THE EXPERIMENT TOOK PLACE AND THE MATERIALS USED ARE DESCRIBED. READINESS, INTELLIGENCE, AND ACHIEVEMENT TESTS WERE ADMINISTERED. ANALYSES OF VARIANCE AND COVARIANCE WERE USED TO ANALYZE THE DATA. THE PARAGRAPH MEANING SCORES OF THE STANFORD TEST WERE NOT SIGNIFICANTLY DIFFERENT AMONG THE GROUPS. THE MEAN SCORE OF THE LINGUISTIC GROUP WAS SUPERIOR ON ORAL READING COMPREHENSION. NO DIFFERENCE WAS FOUND WHEN WRITTEN COMPOSITIONS WERE ANALYZED. THE GROUPS DID NOT DIFFER IN ATTITUDES TOWARD READING. THE TREATMENTS APPEARED TO BE EQUALLY SUCCESSFUL FOR BOYS IN BOTH HIGH AND LOW ABILITY RANGES. THE TREATMENTS WERE EQUALLY EFFECTIVE FOR GIRLS AT ALL THREE LEVELS OF ABILITY. ADDITIONAL RESULTS, CONCLUSIONS, A BIBLIOGRAPHY, AND AN APPENDIX ARE INCLUDED. (BK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Syracuse Univ., NY.
Identifiers: Syracuse University NY