ERIC Number: ED126485
Record Type: Non-Journal
Publication Date: 1976
Reference Count: N/A
Behaviorally-Referenced Information: Effects on Reading Achievement of Fifth- and Sixth-Grade Pupils.
Rashkoff, Gladys S.
This study examined the effects of three reading programs on the reading comprehension and vocabulary of 895 fifth graders and sixth graders. One program used a conventional basal reader; the second used the supplementary, behaviorally referenced Brentwood Educational System for Testing (BEST) and conventional basal reading materials; the third used BEST in conjunction with behavioral basal reading materials. Reading comprehension and vocabulary subtests of the California Achievement Tests were used for pre- and posttesting. Results indicated that BEST was more effective used in conjunction with the behavioral basal reading materials than with the conventional materials. However, BEST resulted in improved outcomes only for reading comprehension at the sixth-grade level. The effects of the programs were similar for students with both high and low entry scores on vocabulary and reading comprehension, though BEST was more effective for sixth graders with high entry-level comprehension scores than for those with low entry-level comprehension scores. (Author/AA)
Descriptors: Basic Reading, Behavioral Objectives, Doctoral Dissertations, Intermediate Grades, Program Effectiveness, Reading Achievement, Reading Comprehension, Reading Instruction, Reading Programs, Reading Research, Vocabulary Development
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-17,915, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A