A Study of the Differential Effectiveness of a Preplanned-Sequentially Structured-Approach and an Incidental-Unstructured-Approach upon the Appreciation of Literature of Sixth Grade Pupils.

Autor/in	Morris, Claire Elizabeth
Titel	A Study of the Differential Effectiveness of a Preplanned-Sequentially Structured-Approach and an Incidental-Unstructured-Approach upon the Appreciation of Literature of Sixth Grade Pupils.
Quelle	(1970), (203 Seiten)Verfügbarkeit Ed.D. Dissertation, University of Pennsylvania...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Discussion (Teaching Technique); Grade 6; Group Activities; Individualized Instruction; Intelligence; Language Arts; Literature Appreciation; Oral Reading; Poetry; Prose; Student Attitudes; Teaching Methods; Writing Skills + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Gruppenaktivität; Individualisierender Unterricht; Intelligenz; Klugheit; Sprachkultur; Literarische Wertung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lyrik; Poesie; Prosa; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit
Abstract	Forty sixth-graders of three mental maturity levels--low, middle, high--were randomly assigned to classes using either the Preplanned Sequentially Structured Approach or the Incidental Unstructured Approach to determine the differential effectiveness of these two approaches in the teaching of literature appreciation. The effect of literature study upon writing ability was also explored. In 40 prose and 20 poetry periods, the Preplanned Sequentially Structured Group followed literature lessons which provided for oral reading, discussion, and related language activities designed by the investigator to foster appreciation. The Incidental Unstructured Group did not follow any previously planned lessons, but through pupil-teacher interaction evolved a program which included oral reading, discussion, and individual or small group activities. The effectiveness of the two treatments upon the appreciation of literature was determined by comparing the performance of the two groups in understanding, interpretation, and attitudes toward prose and poetry. Differences in writing ability were measured by nine sets of writing samples. It was concluded that pupils of high intelligence interpret literature on a significantly higher level and evidence greater writing proficiency than pupils of middle or low intelligence regardless of the teaching method. (Author/MF)
Anmerkungen	University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 70-22,876, MFilm $4.00, Xerography $10.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01