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ERIC Number: ED339012
Record Type: RIE
Publication Date: 1991-Oct
Pages: 22
Abstractor: N/A
Reference Count: N/A
Evaluation of Whole Language and Traditional Language Arts Instruction Using a Cloze-Procedure Test for Reading Comprehension.
Richardson, Marcia; And Others
A study investigated whether there was a relation between methods of language arts instruction and reading comprehension as measured by the Cloze-procedure. Subjects, 88 third-grade students in 4 classes (2 "traditional" and 2 "whole language") at 2 elementary schools in South Dakota, had their reading comprehension tested 6 months into the school year using a 35-item Cloze procedure. The two traditional teachers and the two self-taught whole-language teachers had identified themselves on a self-report measure of teaching strategies. Data from the comprehension test were analyzed using a t-test. Results indicated no significant difference between the reading comprehension of students instructed using traditional (basal reading) and whole language methods of instruction. (The teacher survey instrument, the checklist of classroom items normally found in a whole language environment, a sample Cloze-procedure passage, a sample of verbatim and acceptable answers, and a table of data are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: South Dakota
Note: Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (Jackson, WY, October 3-5, 1991).