The Relationship between Comprehension and Literature Based Reading Program

Abstract

Previous research indicates that children involved in a literature based reading program are actively involved in the task of reading. Research also indicates that children in literature based programs made significantly higher gains in reading versus their peers in a basal reading program. In the present study three classrooms of third graders, all of which were using a form of literature based reading instruction, were compared to determine the effect of the respective reading program on comprehension. Literature based reading programs used were student selected literature based reading, whole class literature based reading, and teacher pre-grouped literature based reading. The California Achievement Test was used as a measuring tool. The results were that among literature based reading groups there was no significant difference in comprehension gain. However, when comparing the student selected literature based reading program with the growth the children had made the previous year, a significant gain was noted.