ERIC Number: ED026225
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
The First Grade Reading Studies: Findings of Individual Investigations.
Stauffer, Russell G., Ed.
Twenty-seven summaries of first-grade reading studies sponsored by the United States Office of Education are included. The studies, done in the 1964-65 school year, were made in different localities, and each was concerned with a different problem. More than one-half of the directors were full-time college professors; a few were senior authors of basic reading series; and some were known to be staunch advocates of a particular approach. Included for study are: (1) comparisons of first-grade reading achievement using such approaches as basal readers, i/t/a, the diacritical marking system, linguistic readers, and language arts; (2) descriptions of programs for disadvantaged, Spanish-speaking, low success potential, and rural community groups; (3) comparisons of classroom organizational patterns, including individual and group instruction; (4) descriptions of inservice programs and reading consultant supervision methods; (5) explanation of a longitudinal reading readiness program; (6) comparisons of the reading achievement of boys and girls; and (7) discussions of growth in word element perception and the relation of language structure to meaning using various approaches. The coordinating center's role is described, and recommendations are made for future central and uniform control of individual study methods, statistical procedures, and other variables. (Author/CM)
Descriptors: Basic Reading, Beginning Reading, Disadvantaged Youth, Grade 1, Grouping (Instructional Purposes), Individualized Reading, Initial Teaching Alphabet, Inservice Education, Language Experience Approach, Reading Achievement, Reading Instruction, Reading Programs, Reading Readiness, Reading Research, Spanish Speaking, Teaching Methods
International Reading Association, 6 Tyre Ave., Newark, Delaware 19711 ($3.00 to members, $3.50 to nonmembers).
Publication Type: N/A
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.