Reading Achievement of Students in a Fifth-Grade Urban Classroom: A Comparison of Basal and Literature-Based Approaches to Teaching Reading. A Longitudinal Study
Branson, Charlotte Ann
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https://hdl.handle.net/2142/80312
Description
Title
Reading Achievement of Students in a Fifth-Grade Urban Classroom: A Comparison of Basal and Literature-Based Approaches to Teaching Reading. A Longitudinal Study
Author(s)
Branson, Charlotte Ann
Issue Date
1999
Doctoral Committee Chair(s)
Rodgers, Frederick A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Reading
Language
eng
Abstract
Reading comprehension scores from the Iowa Test of Basic Skills were used as pretest scores and indicated that there were no statistically significant differences between the groups prior to fifth grade. Observations over time revealed that a literature-based reading program helped students to develop and adopt the reading behavior of good readers. This approach to learning to read teaches students to recognize some important distinctions between good and poor readers. As a result, students taught to read using a literature-based approach are likely to become better readers with appropriate comprehension and adequate understanding. Both literature-based and basal-reading programs indicated significant growth from pre to posttest results. It appears that either program can result in significant growth over a comparable time period. An analysis of covariance conducted on the reading scores indicated that there was no statistically significant differences in reading achievement between the classes taught with a basal-reading program or with a literature-based reading program.
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