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dc.contributor.advisorSmith, Arthur
dc.contributor.authorParada, Cynthia E.
dc.date.accessioned2021-09-07T21:43:03Z
dc.date.available2021-09-07T21:43:03Z
dc.date.issued4/1/1995
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5062
dc.description.abstractThe purpose of this study was to see if average first grade students in a basal reading program that heavily emphasized phonics and writing showed differences in reading patterns at 20 weeks, compared to average first grade students in a literature based program. This study examined the oral reading patterns of first graders after 20 weeks of reading instruction. Students were divided into two groups each receiving very different approaches to teaching reading. The basal group concentrated on phonics and writing and followed The Open Court Phonics program. Skills were taught sequentially and consistently. The literature based group taught phonics and skills in the context of the literature and used an older version of The Open Court Phonics program as a guide. At 20 weeks all students under study were administered running reading records. Oral reading patterns and behaviors were recorded and analyzed. The analysis of the data indicated the basal reading group experienced more success at 20 weeks than the literature group did.
dc.subjectBasal Reading Program
dc.subjectPhonics
dc.subjectLiterature Based Program
dc.subjectOral Reading Patterns
dc.subjectOpen Court Phonics
dc.subjectContext Based Learning
dc.titleThe Differences in First Graders’ Oral Reading Patterns between Literature Based Instruction and a Basal Program with a Heavy Emphasis on Phonics and Writing
dc.typethesis
refterms.dateFOA2021-09-07T21:43:03Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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