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ERIC Number: ED040017
Record Type: RIE
Publication Date: 1970-Mar
Pages: 14
Abstractor: N/A
Reference Count: 0
An Investigation of the Effects of Two Divergent Approaches to Teaching Severely Handicapped Readers at the Upper Primary Level.
Bryant, Willa C.
The effects of the aural-impress and the creative-literary methodologies in teaching reading to 104 educationally retarded and disadvantaged third graders were investigated. The 52 experimental-group pupils received instruction for three 40-minute periods weekly for 16 weeks. Aural-impress procedures were used for 15 minutes each period, followed by 25 minutes devoted to highly structured creative-literary procedures. Each experimental-group pupil was matched with a control pupil on IQ, socioeconomic status, and chronological age. Control groups received instruction through traditional methods for the same time period. Following 16 weeks of instruction, the Gates-MacGinitie Reading Tests--Form 2 were administered. It was found that (1) the gain from pretest to post-test was greater for the experimental group on each aspect of reading measured, (2) experimental-group gain was higher for vocabulary growth than for comprehension growth, (3) group mean grade equivalent gain was higher for the experimental group, (4) reading vocabulary was significantly affected by the variables of IQ, age, age and IQ in combination, and parent occupation, and (5) reading comprehension was significantly affected by parent occupation and IQ. (Author/CM)
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 conference of the American Educational Research Association, Minneapolis, Minn., Mar. 2-6, 1970