The Effect of Literature-Based Reading Instruction on the Reading Achievement of Fourth Graders [microform] / Lynette Pamphlet.
Noting that existing research reveals considerable diversity among researchers' philosophical stances toward literature-based reading instruction versus traditional basal reading instruction, a study determined what effects literature-based instruction had on the reading achievement of fourth g...
Saved in:
| Online Access: |
Request ERIC Document |
|---|---|
| Main Author: | |
| Format: | Microfilm Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
1994.
|
| Subjects: |
| Summary: | Noting that existing research reveals considerable diversity among researchers' philosophical stances toward literature-based reading instruction versus traditional basal reading instruction, a study determined what effects literature-based instruction had on the reading achievement of fourth graders. Subjects, fourth-grade students of the John P. Altgeld Elementary School in Chicago (Illinois) were randomly selected into a controlled group (taught for the first time by a teacher using the "Houghton-Mifflin Literature-Based Reading Series") and an experimental group (taught using the "Houghton-Mifflin Basal Series"). Comparison on reading sub-test scores on the Iowa Tests of Basic Skills indicated no difference in students' reading achievement. Findings suggest that the method of reading instruction, while important, does not guarantee increased academic achievement. Further research is needed, considering that a major factor in classroom setting is the teacher and how the curriculum is implemented. (Contains 25 references and 1 table of data.) (RS) |
|---|---|
| Item Description: | ERIC Document Number: ED379612. |
| Physical Description: | 8 pages. |
| Reproduction Note: | Microfiche. |
| Action Note: | committed to retain |