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ERIC Number: ED063600
Record Type: RIE
Publication Date: 1972-May
Pages: 7
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Success in First-Grade Reading.
Stanchfield, Jo M.
A study conducted with 17 experimental and 17 control kindergarten classes of Mexican-American, Black, and Other White children of varied academic achievement socio-economic background attempted to determine whether training in pre-reading skills would improve test scores in beginning reading. While children in the control groups experienced the regular kindergarten curriculum, experimental groups followed a course of study designed in a sequential, developmental order to teach the following skills: (1) listening for comprehension of content; (2) listening for auditory discrimination; (3) visual discrimination skills; (4) oral language skills; (5) motor-perceptual skills; and (6) sound-symbol correspondence skills. Materials used in the experimental course included detailed teacher reading readiness manuals, picture cards, flannelboards, hand puppets, and specially selected children's books. Tests administered at the end of the kindergarten school year, and again after a year of a regular first grade curriculum, discovered a significant improvement for all experimental groups over all control groups in reading ability, with differentiated scores for different ethnic groups, but undifferentiated scores for boys and girls in the experimental groups. (Statistical tables of test scores are included.) (MF)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at Annual Convention of International Reading Assn. (17th, Detroit, May 10-13, 1972)