Whole language and traditional reading instruction: The effect on reading achievement.
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TextDescription: 138 pISBN: 0599786418Subject(s): Education, Reading | 0535Dissertation note: Thesis (Ed.D.)--Saint Louis University, 2000. Summary: The purpose of this study was to assess the effects of a pilot program using the basal reader approach to teaching reading compared to the whole language approach. Standardized test data of second grade pupils who were taught reading using the whole language approach were compared with test data of second grade pupils who were taught using the basal reader approach.Summary: A sub-study examined the effects of the varying approaches on the reading test data of pupils who differ in sex, race, and socio-economic status.Summary: Students involved in the two-year longitudinal study were ninety-five first grade pupils during the 1996–97 school year. Seventy-six pupils were taught reading using the whole language approach and nineteen were taught reading using the basal reader approach.Summary: Pupils who moved, were retained, or who required special education classes, were excluded from the study. Only Pupils who were in a treatment group for the full two years were considered.Summary: A t-test was performed to determine if there were significant differences between the pilot based reader group and the control whole language group.Summary: An analysis of variance (ANOVA) was used to determine a relationship between reading achievement and gender, race, or free/paid lunch status among the two instructional approaches. For all statistical tests, .05 was considered for the level of significance.Summary: Achievement scores of students who were in the basal reader/whole language study during 1996–98 did not show any significant differences. The only significant differences surfaced within each treatment group when free/reduced lunch students were compared with paid lunch students. Free/reduced student's scores were lower than paid student's scores in both treatment groups.
Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1785.
Adviser: Ronald Rebore.
Thesis (Ed.D.)--Saint Louis University, 2000.
The purpose of this study was to assess the effects of a pilot program using the basal reader approach to teaching reading compared to the whole language approach. Standardized test data of second grade pupils who were taught reading using the whole language approach were compared with test data of second grade pupils who were taught using the basal reader approach.
A sub-study examined the effects of the varying approaches on the reading test data of pupils who differ in sex, race, and socio-economic status.
Students involved in the two-year longitudinal study were ninety-five first grade pupils during the 1996–97 school year. Seventy-six pupils were taught reading using the whole language approach and nineteen were taught reading using the basal reader approach.
Pupils who moved, were retained, or who required special education classes, were excluded from the study. Only Pupils who were in a treatment group for the full two years were considered.
A t-test was performed to determine if there were significant differences between the pilot based reader group and the control whole language group.
An analysis of variance (ANOVA) was used to determine a relationship between reading achievement and gender, race, or free/paid lunch status among the two instructional approaches. For all statistical tests, .05 was considered for the level of significance.
Achievement scores of students who were in the basal reader/whole language study during 1996–98 did not show any significant differences. The only significant differences surfaced within each treatment group when free/reduced lunch students were compared with paid lunch students. Free/reduced student's scores were lower than paid student's scores in both treatment groups.
School code: 0193.
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