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ERIC Number: ED404636
Record Type: Non-Journal
Publication Date: 1997-Mar-27
Pages: 42
Abstractor: N/A
Reference Count: N/A
An Investigation into the Effectiveness of the Emergent Reader Literacy Instruction Model.
Swann, John M.
A study investigated the effectiveness of Emergent Reader Literacy Instruction (ERLI), an eclectic approach to teaching reading which incorporates phonics, basal texts, quality literature, and writing instruction through daily inclusion of guided reading, word wall/making words, self-directed reading, and writing. A preliminary investigation, carried out mid-year, compared 100 experimental subjects and 100 control subjects randomly selected from the first-grade roster of a Lexington, South Carolina school district. Subjects were administered two components of "The Basic Reading Inventory." Results indicated that the ERLI group performed significantly better than the control group at the independent level for comprehension and at the frustration level for vocabulary. Plans for a similar end-of-year analysis were revised because non-ERLI teachers adopted ERLI components in their own classrooms and contaminated potential control subjects. Instead, Cognitive Skills Assessment Battery (CSAB) scores were used to match 557 ERLI students form the 1995-96 first grade cohort with 557 control students from the 1994-95 first grade cohort. Results indicated that mean scores on the vocabulary, reading comprehension, total reading, and language subtests were significantly greater for ERLI students. Results also indicated that ERLI students scored 4 months higher than controls on each of the four measures. Findings provide strong evidence for the use of multiple traditional reading instruction methods but leaves unanswered many questions concerning possible synergistic effects and what possible proportional combinations may be most effective. (Contains 13 references, and 13 tables and 9 figures of data.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A