NotesFAQContact Us
Search Tips
ERIC Number: ED045956
Record Type: RIE
Publication Date: 1969-Aug
Pages: 233
Abstractor: N/A
Reference Count: N/A
A Comparison of the Effectiveness of Intensive Oral-Aural English Instruction, Intensive Oral-Aural Spanish Instruction, and Non-Oral-Aural Instruction on the Reading Achievement of Spanish-Speaking Second- And Third-Grade Pupils. 1966-67 (Year Three) Findings.
Knight, Lester Neal
Through analysis of data collected during the third year of the San Antonio Language Project (1966-67), this study attempts to evaluate the effect of three treatments on reading achievement: intensive oral-aural English instruction (OAE); intensive oral-aural Spanish instruction (OAS); and non-oral-aural instruction (NOA). It involved two sample groups: third graders who had been exposed to the same treatment for three years; and second graders who had had the same treatment for two years. The study design was concerned with treatment main effect (is one treatment generally more effective than other treatments?); with pretest main effect (do children who score high, middle, or low in the fall tend to perform similarly in the spring also?); and with interaction (does the difference between treatments vary according to pretest scores?). Conclusions indicate that children who score high, middle, or low on the pretest almost always score similarly on the posttest, regardless of the sample or test use. The limited number of significant interaction effects indicate that the difference between treatments does not often vary significantly according to pretest scores. Findings do not support the OAS treatment as an effective tool for improving reading achievement for the population under study. Further implementation of this method should perhaps be limited to truly bilingual teachers. (AMM)
Learning Disabilities Center, University of Texas, Austin, Texas 78705 ($4.50 plus $0.19 tax and $0.50 postage)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: San Antonio Independent School District, TX.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Identifiers: San Antonio Language Research Project
Note: Ph. D. Dissertation, University of Texas, Austin, August 1969