ERIC Number: ED354694
Record Type: Non-Journal
Publication Date: 1993-Nov-12
Reference Count: N/A
A Study To Determine the Effects of the Junior Great Books Program on the Interpretive Reading Skills Development of Gifted/Able Learner Children.
Nichols, Teresa M.
This study sought to determine the effects of the Junior Great Books program on the higher level thinking skills of gifted/able learners and on interpretive reading skills development. Three groups of students were observed. They consisted of 83 elementary students in 2 experimental groups, all of whom participated in a Junior Great Books program, and 143 gifted/able second, fourth, and fifth graders in a control group. Students met for 12 sessions to discuss a story (either traditional or modern) that everyone had read in advance, led by adults specially trained by the Great Books Foundation to ask questions that encourage students to think about the meaning of what they have read. Results showed that quantitative measures did not reveal a significant increase in the mean scores of School Ability Indexes on the Otis-Lennon School Ability Test, but qualitative measures revealed that the quality of answers significantly improved as a result of participation in the Junior Great Books discussions. Anecdotal records before and after the program indicated that participants exhibited enthusiasm in vocabulary development, increased interest in literature, and positive attitudes toward the special reading program. (JDD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/65997
IES Cited: ED521414