Reading Attitudes - Are They Affected by the Methods of Instruction?

Abstract

The purpose of this study is to determine whether a whole language approach to beginning reading instruction makes a significant difference in kindergarten children's attitudes toward reading. The sample consists of 39 kindergarten children. Two groups were assessed. One group received reading instruction through a traditional basal series. The other group received instruction through a whole language approach. The Heathington Primary Sca1e was used at the end of the school year. The scale contained six subscales. The hypotheses failed to be rejected in all areas except one. The first hypothesis was rejected for subscale 3, reading in the library. The whole language children had a significantly higher attitude toward reading at the library than the basal children. This study suggests that if a whole language approach to beginning reading grasps the interests and fosters positive attitudes towards reading in young children then it must be looked at as a viable alternative to the basal reader.