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ERIC Number: ED108204
Record Type: RIE
Publication Date: 1974
Pages: 188
Abstractor: N/A
Reference Count: N/A
A Comparison of Two Methods of Teaching Beginning Reading.
Britton, Earl William
The purpose of this study was to determine whether a meaning-emphasis or a code-emphasis method of teaching beginning reading to first-grade children was most efficacious. The following procedures were employed: establishment of a workable definition of the reading process, development of an experimental design in which the control of natural processes is attempted and observed, review of literature and related research dealing with the two methods of teaching beginning reading, and analysis and interpretation of tests administered to the children in the program. Based on the results of these procedures, some of the major conclusions reached were as follows: (1) the mechanics of the reading process are merely a means to an end in the communication process that occurs between an author and a reader; (2) the abilities that a child brings to beginning reading are determined by a combination of social, genetic, and environmental factors; and (3) the code-emphasis method of teaching beginning reading produced, in this study, statistical evidence of greater achievement than did the meaning-emphasis method. Based on the findings of this study, several recommendations are made. (Author/TS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-5319, MFilm $5.00, Xerography $11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Montana State University