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ERIC Number: ED405551
Record Type: Non-Journal
Publication Date: 1997-May
Pages: 48
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Whole Language Approach versus the Basal Reading Approach and the Effects on Reading Achievement Scores.
Puorro, Michelle
A study examined two first-grade classrooms implementing the whole language approach and two utilizing the basal reading approach to determine the differences, if any, between the treatments. The hypothesis was that the whole language reading approach when combined with a phonics program would not result in higher test scores on a standardized test than the basal reading approach combined with a phonics program. All four classes completed the required curriculum for the first grade. The 48 students in the whole language classes were instructed through the use of Big Books with whole class lessons and much writing incorporated into the program. The 47 students in the basal reading classes were instructed through the MacMillan basal series in reading groups.All four classroom teachers also included the same phonics program, separate from the reading program. The California Test for Basic Skills (CTBS) was administered to all four classes. The scores from the subtests of comprehension, word analysis, spelling and vocabulary were examined using t-tests. Results indicated rejection of the hypothesis of the study. Findings revealed that the basal series approach proved significantly better than the whole language approach. (Contains 5 tables of data, related research, 22 references, and 4 pages of test scores.) (Author/CR)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: California Test of Basic Skills