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ERIC Number: ED068947
Record Type: RIE
Publication Date: 1972
Pages: 327
Abstractor: N/A
Reference Count: N/A
The Relations Among English Syntax, Methods of Instruction, and Reading Achievement of First Grade Disadvantaged Black Children.
Fryburg, Estelle L.
One hundred native-born, disadvantaged black children were the subject of this study which proposed the following hypotheses: (1) Subjects proficient in spoken language ability would achieve greater gains in reading ability than those deficient in spoken language ability; however, the former group would vary negligibly among sub-groups in reading achievement; (2) Those instructed by the language-experience reader method would make greater gains in reading ability than those taught by the basal reader method; (3) Subjects deficient in spoken language ability would make gains in reading when taught by the language-experience method as opposed to the basal method; children proficient in spoken language ability would differ negligibly among sub-groups when instructed by either of the above methods. The conclusions of the study were: (1) Disadvantaged black children who demonstrate proficiency in spoken language (standard and non-standard English) will achieve greater gains in reading and arithmetic than their counterparts who show deficiency in spoken language; (2) Children using standard English syntactic patterns will probably achieve beyond groups who do not in reading and arithmetic: and (3) The basal method prepares for reading and word skills better than the language-experience method. (AL)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-20,630, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, New York University