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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ492425
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0010-3829
The Effects of Two Methods of Reading Instruction on Urban Adults' Word Identification and Comprehension Abilities.
Cheek, Earl H.; Lindsey, Jimmy D.
Journal of Vocational and Technical Education, v11 n1 p14-19 Fall 1994
In developmental reading classes, 33 adults were taught using diagnostic-prescriptive methods and 38 controls with a traditional programmed approach. Pre/posttest results from the Stanford Diagnostic Reading Test showed that experimentals had significantly higher inferential and total comprehension scores. Word recognition and comprehension differed significantly from pre- to posttest. (SK)
Descriptors: Adult Basic Education, Diagnostic Teaching, Disadvantaged, Reading Comprehension, Reading Instruction, Remedial Reading, Technical Institutes, Word Recognition
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Stanford Diagnostic Reading Test