ERIC Number: ED193612
Record Type: RIE
Publication Date: 1980-Oct
Reference Count: 0
Improving the Language Facility of Disabled Secondary Readers.
Mavrogenes, Nancy A.; Galen, Nancy D.
The difference model of reading disability was used to generate three research hypotheses for testing the relationship between language development (syntactic maturity) and reading achievement at the secondary school level. This model assumes that reading difficulties are attributable to differences or mismatches between the reader's response modes and the patterns of response necessary for comprehension of the text. Subjects were 86 ninth grade students in four remedial reading classes. For various reasons, only 55 students remained throughout the 24-week experiment. The four classes were divided into three experimental groups and one control group. The first experimental group received the total treatment--reading while listening and daily exercises in syntactic manipulation--for 55 minutes per school day. The second group received only reading while listening, and the third group only the syntactic training, each for 25 to 30 minutes per day. The remainder of the instruction for these two "half experimental" groups and the total instruction for the control group followed the traditional secondary level remedial reading format. Analyses of data collected in the study indicated that none of the experimental treatments significantly affected the reading achievement of the subjects. However, the students' ability to understand and manipulate written syntax, as measured by several tests of syntactic maturity, did significantly improve. (RL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL. Research Foundation.
Identifiers: Syntactic Maturity