A Comparison of Reading Attitude and Reading Achievement among First Grade Children in Open Concept and More Formal Classes.

Autor/in	Crandall, Audrey Hackett
Titel	A Comparison of Reading Attitude and Reading Achievement among First Grade Children in Open Concept and More Formal Classes.
Quelle	(1973), (144 Seiten)Verfügbarkeit Ph.D. Dissertation, The University of Connecticut...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Basic Reading; Beginning Reading; Doctoral Dissertations; Grade 1; Individualized Reading; Open Education; Reading Ability; Reading Achievement; Reading Programs; Reading Research; Reading Skills; Sex Differences + Suchen Sie Ihr Suchwort? Erstleseunterricht; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; School year 01; 1. Schuljahr; Schuljahr 01; Offene Erziehung; Offener Unterricht; Reading competence; Lesekompetenz; Leseleistung; Leseforschung; Reading skill; Lesefertigkeit; Sex difference; Geschlechtsunterschied
Abstract	The purpose of this study was to investigate whether there were significant differences in the reading attitude and reading achievement of first grade children in open concept classes which utilized an individualized language experience approach to reading as compared to children who were instructed in basal series in more formal classes. The subjects were 188 first grade aged children who attended six open concept and six more formal classes. The subjects were pre- and post-tested with the Reading Attitude Inventory and the Stanford Early School Achievement Test, Level II. The Pintner-Cunningham Primary Test was used to determine the mean intelligence quotients of both groups. The results indicated that no significant differences existed in reading attitudes of children in experimental or control groups. Mean gain scores favored the girls of the experimental group. There appeared to be little evidence that first grade children learning to read in an open concept class using individualized reading do less well than children instructed in basal series in more formal classes; in terms of individual growth they may exceed such children. (Author/WR)
Anmerkungen	University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106, (Order No. 73-26,572, MFilm $4.00, Xerography $10.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01