ERIC Number: ED035519
Record Type: RIE
Publication Date: 1969-Aug
Reference Count: 0
A High Versus Low Rationale Approach in Teaching Reading. Final Report.
Williams, Richard P.
A high versus low rationale approach in teaching reading to grade-7 students was tested. The high rationale included using a traditional basal series approach that emphasized the ability to identify "the reasons why of how to read" through rules or formulas. The low rationale approach deemphasized rules and formulas except as the need arose, and an individual approach was used. The control treatment was a high rationale individual approach. Teachers received inservice training for the approach used in their classroom. The population included all seventh graders in 27 classrooms randomly selected from the public junior high schools of Las Cruces, New Mexico. All subjects were pretested and post-tested in October and March with the Gates-MacGinitie Reading Test, Survey E, forms 1 and 2. The Lorge-Thorndike Intelligence Tests were administered to all subjects before treatment procedures were initiated. A nested design was used. Treatment of data was by analysis of covariance. A separate subanalysis of Anglo-American and Spanish-American ethnic groups was processed within the design. No significant differences were found for intelligence, approach, vocabulary, rate, comprehension, or ethnic group. References, charts, tables, and appendixes are included. (WB)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: New Mexico State Univ., Las Cruces.