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ERIC Number: ED039115
Record Type: RIE
Publication Date: 1970-Mar
Pages: 10
Abstractor: N/A
Reference Count: 0
The Reading Performance of Disadvantaged Early and Non-Early Readers from Grade One through Grade Three.
Morrison, Coleman; And Others
This study, part of a larger Comparing Reading Approaches in First-Grade Teaching (CRAFT) Project, was concerned with the subsequent reading performances of disadvantaged urban black children who were identified as having some word recognition ability at the time they entered first grade. All the children in this study, early readers as well as nonearly readers, were taught to read by the skill centered or language experience approach. Those that had some word recognition ability had substantially higher reading scores, and this advantage persisted and grew throughout the 3 years of the study regardless of the method by which they were taught. The author concluded that reading skills learned prior to the time the child enters first grade are not detrimental to long-range achievement. The results suggest the desirability of trying systematic reading instruction in kindergarten for disadvantaged children with superior reading readiness. References are included. (NH)
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 the meeting of the American Educational Research Association, Minneapolis, Minn., Mar. 2-6, 1970