A THREE-YEAR LONGITUDINAL STUDY COMPARING INDIVIDUALIZED AND BASAL READING PROGRAMS AT THE PRIMARY LEVEL, AN INTERIM REPORT.

Autor/inn/en	JOHNSON, RODNEY H.; und weitere
Titel	A THREE-YEAR LONGITUDINAL STUDY COMPARING INDIVIDUALIZED AND BASAL READING PROGRAMS AT THE PRIMARY LEVEL, AN INTERIM REPORT.
Quelle	, (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basal Reading; Basic Reading; Comparative Analysis; Experimental Groups; Grade 1; Grade 2; Grade 3; Individualized Reading; Inservice Teacher Education; Longitudinal Studies; Program Evaluation; Reading Achievement; Reading Programs; Reading Research; Wisconsin + Suchen Sie Ihr Suchwort? Lesetraining; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Lehrerfortbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programme evaluation; Programmevaluation; Leseleistung; Leseforschung
Abstract	AN INTERIM REPORT OF A 3-YEAR LONGITUDINAL STUDY COMPARING INDIVIDUALIZED AND BASAL READING PROGRAMS AT THE PRIMARY LEVEL BY THE LAKESHORE WISCONSIN CURRICULUM STUDY COUNCIL IS PRESENTED. DIFFERENT APPROACHES TO MATERIALS, PROCEDURES, GROUPING, AND SEQUENCE AS INTEGRAL PARTS OF THE READING PROGRAM WERE EXAMINED. INDIVIDUALIZED READING WAS DEFINED TO INCLUDE MATERIAL SELECTED BY STUDENTS WITH TEACHER GUIDANCE, TEACHER-PUPIL CONFERENCE AS THE INSTRUCTIONAL PROCEDURE, FLEXIBLE GROUPING, AND NONSEQUENTIAL SKILL DEVELOPMENT. IN THE BASAL APPROACH, MATERIAL WAS PRESELECTED, AND GROUP INSTRUCTION WAS PROVIDED. SKILLS WERE DEVELOPED SEQUENTIALLY. FOURTEEN FIRST-GRADE EXPERIMENTAL AND 14 FIRST-GRADE CONTROL CLASSROOMS PARTICIPATED ON A VOLUNTARY BASIS. CONTINUOUS INSERVICE TRAINING WAS CONDUCTED. DATA WERE DERIVED FROM THE SCIENCE RESEARCH ASSOCIATES (SRA) PRIMARY MENTAL ABILITIES TEST, METROPOLITAN ACHIEVEMENT TEST, SOCIOGRAMS, INTERVIEWS, LOGBOOKS, SELF-CONCEPT SCALES, QUESTIONNAIRES, THE SRA READING COMPREHENSION TEST, AND THE SRA VOCABULARY TEST. MEAN SCORES, Z SCORES, DIFFERENCE SCORES, AND F TESTS WERE USED TO ANALYZE THE DATA. CHILDREN IN INDIVIDUALIZED READING PROGRAMS SHOWED SIGNIFICANTLY BETTER READING ACHIEVEMENT THAN CHILDREN IN BASAL READING PROGRAMS. COMPLETE RESULTS, IMPLICATIONS, TABLES, REFERENCES, AND A SUMMARY REPORT OF A PILOT STUDY ON INDIVIDUALIZED READING ARE INCLUDED. (BK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC