Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Reading (Elementary);
Abstract
The purposes of this study were to compare the effectiveness of three specific approaches to beginning reading for teaching reading comprehension in the schools of a midwestern community: ITA, Programmed Reader, and Basal Reader. The Reading: Stories or reading comprehension scores on the Metropolitan Achievement Tests were used to compare: (1) the overall effectiveness of teaching reading comprehension under the three approaches, and (2) the effectiveness of the three approaches for particular types of learners. The data was analyzed according to the following factors: sex, M.A., socioeconomic status, and maturity level to determine which approach is best for any of the student subgroups.
The history of research in reading indicates a periodic need for change in methods to prevent reading failures. A growing number of studies in beginning reading reflect efforts in the search for new methods.
Most of the beginning reading classes in the midwestern community utilized the 1961 Ginn Basal Readers by Russell and Ousley. Two linguistic methods, ITA and Programmed Reader, were tried on a limited basis. Basal Reader classes were compared with the two innovations in the May, 1967 assessment.
Year of Submission
1969
Degree Name
Specialist in Education
Department
Department of Educational Psychology, Foundations, and Leadership Studies
Department
Department of Education and Psychology
First Advisor
Frank E. Martindale
Date Original
1969
Object Description
1 PDF file (58 pages)
Copyright
©1969 Helen Ferrier Ristau
Language
en
File Format
application/pdf
Recommended Citation
Ristau, Helen Ferrier, "A Comparative Study of Three Different Approaches to Beginning Reading Comprehension: ITA, Programmed Reader, and Basal Reader" (1969). Dissertations and Theses @ UNI. 1601.
https://scholarworks.uni.edu/etd/1601
Comments
If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.