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ERIC Number: ED526170
Record Type: Non-Journal
Publication Date: 2009
Pages: 98
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-1904-6
Causal Comparative Analysis: Comprehensive Literacy Approach or the Traditional Reading Approach
Fuda, Jessica Ann
ProQuest LLC, Ed.D. Dissertation, Argosy University/Phoenix
A comparative analysis study, examining the significance in reading achievement between students in the Comprehensive Literacy Program to students in the Traditional Basal Reading Approach was conducted. Implementation of the Comprehensive Literacy Program was an effort to lessen the achievement gap between proficient and low progressing students. The results of this study indicated that there was not a statistical difference between the comprehensive literacy students and the traditional basal students as a whole. However, when examining the low progressing students, a statistical difference in the comprehensive literacy students does exist with more than half of the students no longer considered low progressing. It can be concluded that a comprehensive, balanced approach of teaching reading provides a positive outcome in reading achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A