ERIC Number: ED076975
Record Type: RIE
Publication Date: 1972-Oct
Reference Count: 0
A Comparative Study of an Individualized Reading Program and a Traditional Reading Program in an Eighth Grade.
Schwartz, Barbara C.
A traditional reading program and an individualized reading program were compared in terms of numbers of books read by pupils in a given period, the types of books selected by the pupils, and readability levels of books selected. It was hypothesized that individualized reading pupils would read more, and that pupils in the traditional reading program would read less fiction and would choose easier books. The subjects were 152 eighth grade students, 113 of whom were in the traditional reading program, and 39 of whom were in the individualized program. The findings indicated that the children in the individualized groups read an average of 6.3 books during the period studied. Subjects in the traditional reading program read an average of 4.1 books. Boys in the individualized reading group read the most, followed by girls in that group; girls in the traditional group ranked third, and boys in the traditional group read the least. A "t" test showed no significant differences in the means. The average readability level of books selected by both groups was sixth grade. It was concluded that individualized reading appears to motivate readers better than a traditional reading program. (Author/WR)
Descriptors: Developmental Reading, Grade 8, Group Reading, Grouping (Instructional Purposes), Individualized Reading, Readability, Reading, Reading Achievement, Reading Habits, Reading Improvement, Reading Instruction, Reading Interests, Reading Level, Reading Programs, Reading Research, Reading Skills, Recreational Reading
A copy of the thesis is on file of the library at Rutgers University
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: M.Ed. Thesis, Rutgers University, The State University of New Jersey