ERIC Number: ED225137
Record Type: Non-Journal
Publication Date: 1983-Feb
Reference Count: N/A
The Reading Group: An Experimental Investigation of a Labyrinth. Technical Report No. 271.
Anderson, Richard C.; And Others
Two experiments were conducted to determine whether a meaning emphasis or a word identification emphasis would give better results in a third grade reading lesson. The results investigated more than 30 factors and their two-way interactions. In the first experiment, 259 children were placed into reading groups arranged either homogeneously or heterogeneously according to teacher judgment and standardized reading test scores. Each small group met individually with a researcher who conducted a reading lesson with either a meaning or a word identification emphasis. The second experiment was a replication of the first, with 86 children participating. Results showed that lessons with an emphasis on meaning produced better results than those with an emphasis on word identification with both good and poor readers. Other findings include the following: (1) in groups receiving the word identification emphasis, reading performance depended on instructional time; (2) in both groups, the child taking an active turn got more from the lesson than did the children who followed along; and (3) the level of interest of the material was a major factor in reading performance, far more important than readability. (FL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.