ERIC Number: ED061724
Record Type: RIE
Publication Date: 1972-Apr
Reference Count: 0
Comparing Two Methods of Teaching Pre-School Children to Read and Spell at an Electric Typewriter, Their Reaction to the Experience, and the Significance to Early Childhood Education. Final Report.
Baer, Donald S.
An experiment tested the efficacy of "discovery learning" in a school setting. Fifty-two bright children ages one to seven were randomly divided into two groups: a discovery learning, non-directed group and a guided learning, teacher-directed group. After both groups had spent eight months using an individualized "talking typewriter" program designed to teach spelling and reading skills, the children were tested on the WRAT (Wide Range Achievement Test) reading and spelling achievement tests. The two groups showed no significant differences. Objective and subjective measures of motivation likewise yielded no strong difference between the two groups. It thus appears that any differences between the two teaching approaches either do not exist or are so small as to be mitigated in long-term school use. (RB)
Descriptors: Classroom Research, Comparative Analysis, Conventional Instruction, Directed Reading Activity, Discovery Learning, Early Childhood Education, Educational Experiments, Educational Theories, Learning Theories, Motivation Techniques, Open Education, Reading Development, Reading Instruction, Reading Research
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Cooperative Research Program.
Authoring Institution: Creative Learning Center, Dallas, TX.
Identifiers: Talking Typewriters