ERIC Number: ED249462
Record Type: Non-Journal
Publication Date: 1983
Reference Count: N/A
Is the Emergent Reading Level a Useful Concept for Chapter I, Low SES Students?
Newman, Sherry K.; Powell, William R.
Emergent reading levels are those levels a pupil can sustain under direct guidance or with mediation and support by the teacher. A major implication of the emergent reading level construct is that strategies for reading placement would need to be revised. A study was conducted to ascertain whether the emergent reading level concept is valid and useful in the reading placement of low socioeconomic status (SES), low achieving elementary school students. Nineteen fourth grade students, enrolled in Chapter 1 classrooms, with a reading grade equivalent of 2.7 to 5.00 participated. As a pretest measure, students read a fable at the fifth grade level and answered 20 multiple choice questions. Prior to the reading, the experimenter read the requisite vocabulary, using each word in a sentence. The experimenter then read several poems as an interference measure. A week later, students were randomly assigned to experimental and control groups. The procedure was repeated for the control group. The experimental group received background knowledge on fables and discussed the vocabulary in context. The students then read a fable passage and answered questions. The results showed a significant difference between the groups in the posttest measure, favoring an analytical application concept of emergent reading level with low achieving students. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A