Dissertations and Theses @ UNI


Open Access Thesis


Reading (Elementary);


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


Degree Name

Specialist in Education


Department of Educational Psychology, Foundations, and Leadership Studies


Department of Education and Psychology

First Advisor

Frank E. Martindale


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.

Date Original


Object Description

1 PDF file (58 pages)



File Format