ERIC Number: ED062011
Record Type: RIE
Publication Date: 1972-Apr
Reference Count: 0
The Effect of Informal and Formal British Infant Schools on Reading Achievement.
Harckham, Laura D.; Erger, Donald V.
A study to compare the effects of reading achievement of informal and formal British infant schools is discussed. The informal school, for children from 5-8 years old, utilizes one or more of the following: integrated day, family or vertical grouping, open planning, and team teaching. The formal schools follow a prescribed curriculum and group children homogeneously. The teacher is the directive influence, and there is little integration of curriculum areas. It was hypothesized that on a theoretical basis children who were in a warm, comfortable setting, learning at their own rates, would have an advantage in learning. Three samples were tested: 187 inner-London children, 13 pairs of siblings in a suburban London school, and 47 children in a suburban junior school. In all three analyses, reading achievement was measured by the Holborn Reading Analysis test. Analysis of the data by means of t-tests showed that there were higher means for children in the informal schools, but a significant difference was found only in the case of the inner-London schools. It was concluded that a commitment to an informal philosophy will not adversely affect reading achievement. (Author/CK)
Descriptors: British Infant Schools, Comparative Analysis, Curriculum Design, Data Analysis, Educational Environment, Educational Needs, Educational Philosophy, Elementary Schools, Hypothesis Testing, Objectives, Reading Achievement, Research, Sampling, Suburban Schools, Teacher Influence, Teaching Methods, Test Results, Testing, Urban Schools
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Great Britain; Holborn Reading Analysis Test
Note: Paper presented at the annual meeting of the American Educational Research Association (Chicago, Ill., April 1972)