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ERIC Number: ED384048
Record Type: RIE
Publication Date: 1995
Pages: 77
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Integrated Language Arts: A Study of the Achievement of Sixth Grade Students in an Integrated Language Arts Program.
Argo, Donna K. Sherrill
A study investigated the achievement of sixth-grade students in an integrated language arts curriculum. Subjects, 228 students in two schools in Southwestern Kansas, were divided into a treatment group of 128 students (who were taught using an integrated approach to language arts instruction) and a control group of 100 students (who were taught using a traditional approach). The independent variables were approach to instruction, gender, socioeconomic status, and race. The dependent variables were scores from the following scales of the California Achievement Test, Fifth Edition: Vocabulary, Reading Comprehension, Spelling, Language Mechanics, Language Expression, Reading Total, and Language Total. Four composite null hypotheses were tested employing a single-factor analysis of covariance. Of a total of 28 comparisons made, 13 were statistically significant. Results indicated that the integrated approach of language arts instruction yielded higher achievement: (1) in reading comprehension; (2) in spelling; (3) in language mechanics; (4) in language expression; (5) in reading total; (6) in language total; (7) for females in reading comprehension; (8) for females in language mechanics; (9) for students who pay full lunch price in vocabulary; (10) for Caucasian students in vocabulary; (11) for Caucasian students than Hispanic students in spelling; (12) for Caucasian students in language mechanics; and (13) for Caucasian students than Hispanic students in language total. (Contains 29 references and 4 tables of data. Appendixes present validity and reliability data for the California Achievement Test, a description of the integrated language arts program, and a computer analysis sheet.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: M.S. Thesis, Fort Hays State University.