ERIC Number: ED022528
Record Type: Non-Journal
Publication Date: 1968-Jan
Reference Count: N/A
San Antonio Language Research Project, 1965-66 (Year Two) Findings.
Arnold, Richard D.
A study to determine the effects of oral-aural teaching (intensive language instruction) techniques on pupils' gains in reading proficiency involved 1418 pupils. A sample of first graders and a sample of second graders were each subdivided into four groups. Group one was exposed to oral-aural teaching methods in English for the presentation of science materials. Group two was taught the same content in oral-aural Spanish. Group three received the science content without oral-aural methods, and the control group, representing a cross section of socioeconomic levels in contrast to the three disadvantaged groups, had neither the experimental science materials nor the oral-aural instruction. Pretest and posttest scores on reading achievement and intelligence for all groups provided data treated by analysis of covariance. Findings indicated no significant difference in the oral-aural method in the second grade. Results from the first grade rated the oral-aural English treatment as the most successful of all. A possible explanation of the difference in sample results may be that the first grade teachers had had a year's experience with the experimental methods and materials. The development of more appropriate evaluation instruments and additional study of the teacher variable are needed. Fourteen tables and a bibliography are included. Appendix A summarizes the statistical procedure, and Appendix B gives the study's statistical results. (MS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.