A Comparison of the Effects of the Lippincott-Distar Reading Program with the Success in Reading Program in First and Second Grades [microform] / Ronald W. Bruton and Thomas R. Owen.
A study compared the effectiveness of intensive phonics instruction (a combination of the Distar and Lippincott methods) with a language experience approach (Success in Reading program) in the first and second grades. Subjects, 48 first and second grade students in the Hillsboro School District in O...
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| Format: | Microfilm Book |
| Language: | English |
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1988.
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| 099 | |f ERIC DOC # |a ED307587 | ||
| 100 | 1 | |a Bruton, Ronald W. | |
| 245 | 1 | 2 | |a A Comparison of the Effects of the Lippincott-Distar Reading Program with the Success in Reading Program in First and Second Grades |h [microform] / |c Ronald W. Bruton and Thomas R. Owen. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1988. | ||
| 300 | |a 12 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 500 | |a ERIC Document Number: ED307587. | ||
| 520 | |a A study compared the effectiveness of intensive phonics instruction (a combination of the Distar and Lippincott methods) with a language experience approach (Success in Reading program) in the first and second grades. Subjects, 48 first and second grade students in the Hillsboro School District in Oregon, were divided into two groups (matched pairs) and mixed across grade levels and teachers. The effects of the two treatments were assessed on the following variables: (1) phonics application; (2) oral reading fluency; (3) spelling; (4) reading comprehension; (5) composition; and (6) attitude and self-concept. Results indicated that students in the intensive phonics group scored significantly higher in phonics application and reading comprehension and achieved higher (but not statistically significant) than the language experience group on all variables except attitude and self concept. Findings suggest that modifying both programs would improve their effectiveness. Also, empirical data is needed to for an objective evaluation of reading programs. (Four figures of data are included.) (RS) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 20490101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 0 | 7 | |a Basal Reading. |2 ericd |
| 650 | 0 | 7 | |a Beginning Reading. |2 ericd |
| 650 | 0 | 7 | |a Comparative Analysis. |2 ericd |
| 650 | 0 | 7 | |a Grade 1. |2 ericd |
| 650 | 0 | 7 | |a Grade 2. |2 ericd |
| 650 | 1 | 7 | |a Language Experience Approach. |2 ericd |
| 650 | 0 | 7 | |a Language Skills. |2 ericd |
| 650 | 1 | 7 | |a Phonics. |2 ericd |
| 650 | 0 | 7 | |a Primary Education. |2 ericd |
| 650 | 1 | 7 | |a Program Effectiveness. |2 ericd |
| 650 | 0 | 7 | |a Reading Comprehension. |2 ericd |
| 650 | 1 | 7 | |a Reading Instruction. |2 ericd |
| 650 | 1 | 7 | |a Reading Programs. |2 ericd |
| 650 | 0 | 7 | |a Reading Research. |2 ericd |
| 650 | 1 | 7 | |a Reading Skills. |2 ericd |
| 650 | 0 | 7 | |a Spelling. |2 ericd |
| 650 | 0 | 7 | |a Writing Skills. |2 ericd |
| 700 | 1 | |a Owen, Thomas R. | |
| 710 | 2 | |a Hillsboro Elementary School District (Or.) | |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED307587 |h Other scheme |i microfiche |n 1 |