ERIC Number: ED022645
Record Type: RIE
Publication Date: 1968-May
Reference Count: 0
Teaching Reading and Language Skills in Grades 2 and 3.
Hahn, Harry T.
The Oakland County, Michigan, first-grade study of the effectiveness of three approaches to beginning reading was extended to the second and third grades to investigate differences in their effects on reading and related language development. Each of 11 research teams chose three classrooms which used either the Initial Teaching Alphabet approach (i/t/a), the language experience approach (LE), or the basal reader approach (BR). Participating teachers were assisted by preschool conferences, biweekly meetings, supervision, and consultant services. Data on pupil achievement in reading and related language development were gathered from standardized test scores, reading records, oral and written compositions, and scores on a test of creative thinking. Results showed that the academic achievement of the i/t/a and LE groups equalled that of the BR group. The i/t/a group scored highest on spelling and word study. The LE group was superior to the BR group on word recognition, spelling, and paragraph comprehension. The LE and i/t/a groups read more books than the BR group, but the BR group had better knowledge of the mechanics of English usage. Differences between the i/t/a and LE groups were negligible. Differences in vocabulary development were inconclusive, and differences in creativity were negigible for the three groups. Appendixes and a bibliography are included. (NS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Oakland Univ., Rochester, MI.