ERIC Number: ED126484
Record Type: RIE
Publication Date: 1976
Reference Count: N/A
Evaluation of the Relative Effectiveness of ATI and Basal Reading Approaches at the End of Grade Two.
Peister, Phoebe G.
This study describes and tests the aptitude treatment interaction (ATI) approach to reading. The rationale which forms the basis of ATI--pairing student to method--evolved from the works of Piaget and other psychologists whose studies focus on the general, and cognitive, development of children. From these studies, it was determined that readiness, primarily maturation and past learning, was the dominant factor in deciding the method most appropriate for the student. In the present study, the Metropolitan Readiness Test was administered to kindergarten classes in the spring of 1973. Students in the treatment group received instruction in accordance with ATI placement procedures. Those in the control group received basal reading instruction without regard to their readiness levels. At the end of two years, there was a significant difference in favor of the treatment group on the reading subtest of the Iowa Tests. This was interpreted as validation for the theoretical model underlying the ATI approach to reading. (Author/AA)
Descriptors: Aptitude Treatment Interaction, Basal Reading, Basic Reading, Beginning Reading, Doctoral Dissertations, Elementary Education, Methods Research, Reading Instruction, Reading Readiness, Reading Research, Teaching Methods, Teaching Models, Validity
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-17,289, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Columbia University Teachers College