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ERIC Number: ED027143
Record Type: RIE
Publication Date: 1968-Apr
Pages: 11
Abstractor: N/A
Reference Count: 0
Comparison of Achievement in Special Reading Classes Using Guidance, Skill-Content, and Combination Approaches.
Lillich, Joseph M.
A study was conducted in six Indiana elementary schools to determine whether there was a significant difference between the scores of remedial reading students on three evaluative tests as applied to the skill-content, guidance, and combination approaches of teaching reading. The skill-content approach was aimed directly at teaching reading skills. The guidance approach did not specifically include or exclude skills typically included in teaching children in special reading classes; it was concerned with answering pupil questions about reading skills, understanding self, or social and emotional adjustment. The combination approach combined these two methods. The results of the evaluative tests used--the California Reading Test, the Gray Oral Reading Test, and a special reading teacher rating scale--suggested that focusing on guidance provides experiences for students in special reading classes that lead to initially higher performance on reading achievement tests. This student enthusiasm for reading presumably can be followed profitably by the direct teaching of necessary reading skills. Statistical procedures and tables are included in two appendixes. (BS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at International Reading Association conference, Boston, Mass., April 24-27, 1968.