ERIC Number: ED078380
Record Type: RIE
Publication Date: 1972-Oct
Reference Count: 0
A Study of the Effect of the Developmental English Programme on Student Reading. No. 109.
This study investigated differences in reading skills, scope of reading, and quality of reading between ninth and tenth grade students in a developmental English program and ninth and tenth grade students in a regular program. No differences in reading skill were found among either ninth or tenth grade students tested. There was little difference in the amount of reading that students did, except as course requirements differed between the two programs. Ninth grade developmental students learned to appreciate more mature books than did students from regular classes; there was no difference between tenth grade students in both groups. There was a lack of dramatic difference between the two programs, which was partly due to the fact that the regular program was already characterized by principles similar to those of the developmental program, such as individualized instruction and a student-centered curriculum. Some evidence was found that students from lower socioeconomic classes did less well on the developmental program than on the regular program, despite the fact that the developmental program was originally devised for these students. (DI)
Descriptors: Developmental Reading, English Curriculum, Grade 10, Grade 9, Individualized Instruction, Reading Comprehension, Reading Interests, Reading Research, Reading Skills, Social Class, Student Centered Curriculum
Research Dept., Toronto Board of Education, 155 College Street, Toronto 2B, Ontario ($1.75)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Toronto Board of Education (Ontario). Research Dept.