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Two Approaches to Reading Instruction. Final Report [microform] / Elaine C. Vilscek and Donald L. Cleland
Bib ID 5194176
Format BookBook, MicroformMicroform, OnlineOnline
Author
Vilscek, Elaine C
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1968 
216 p. 
Summary

The extended effects of two instructional approaches, the Coordinated Basal Language Arts Approach and the Integrated Experience Approach to Communication, on pupils' language development at the second- and third-grade levels were investigated. Original subjects were 669 first graders who were pretested for readiness and intelligence. Of these, 396 second graders and 351 third graders were available for the final analysis. A 2x3x2 factorial design was used to test the effects of method, socioeconomic level, and sex, and the effects of method, mental age levels, and sex. Results indicated (1) higher second-year mean scores for pupils in the Integrated Experience Approach to Communication than for those in the Coordinated Basal Language Arts Approach, (2) a wider range of third-year raw scores and standard deviations for pupils in Integrated Experience Approach but no significant difference between methods, (3) a direct relationship between second- and third-year achievement and socioeconomic level and mental age, and (4) a distinct second- and third-year advantage in language areas of girls over boys. (BS)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

Contract Number: OEC-6-10-133.

Educational level discussed: Primary Education.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Basic Reading.  |  Cognitive Development.  |  Language Acquisition.  |  Language Experience Approach.  |  Language Research.  |  Primary Education.  |  Reading Achievement.  |  Sex Differences.  |  Socioeconomic Status.  |  Teaching Methods.
Other authors/contributors Cleland, Donald L., author  |  Pittsburgh Univ., PA
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