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ERIC Number: ED044256
Record Type: RIE
Publication Date: 1970-Jun
Pages: 80
Abstractor: N/A
Reference Count: 0
The Difference in Effectiveness of Readiness and Non-Readiness Training in Increasing First-Grade Reading Achievement.
Emmer, Sara K.
This study investigated the difference in effectiveness in increasing first-grade reading achievement of a traditional reading program in which no words were taught and a program that began with formal reading instruction in preprimers and no reading readiness. The subjects were 137 pupils in six first-grade classes in a middle-class suburban community in central New Jersey. Pretests of readiness and intelligence indicated no significant differences between groups before training. One group received 6 weeks of readiness training and 10 weeks of reading instruction; the other group received 16 weeks of reading instruction in basal readers and no readiness training. The students were given as post-tests the reading subtests of the Stanford Achievement Tests and the Metropolitan Readiness Tests. It was concluded that omitting traditional reading readiness materials from the first-grade instructional program did not decrease reading achievement and may, in fact, have increased reading achievement. Therefore, it was suggested that first-grade reading instruction begin with formal reading lessons. A bibliography is included. (Author/NH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ.