Should Modality Be a Consideration in the Selection of an Approach to Beginning Reading?

Abstract

The purpose of the study was to examine the results of an effort to select an approach to first-grade reading for each child in accordance with his modality strength as determined by an informal modality test. In their kindergarten year, 60 middle-class children with at least average intelligence were given three readiness tests, the Peabody Picture Vocabulary Test, Metropolitan Readiness Tests, and an informal modality test. Children were grouped (four groups) for first-grade reading instruction on the basis of their scores on the informal modality test. Those whose scores indicated an auditory strength were instructed via the Open Court Correlated Language Arts Program. The Harper and Row Basic Reading Program was used for teaching children with a visual strength. Children whose scores did not indicate a particular strength were placed in either program. Results indicated that despite the effort to match each child's modality strength to a mode of instruction, 11 children were not reading at a minimum 1.5 grade level at the end of grade one. Stanford Achievement Test reading scores (A + B) were not significantly different (p > .05) among the four groups. Significant (p < .05) predictors of first-grade reading achievement for the total group were the Metropolitan Readiness Tests (Pre-Reading Skills Composite), and the auditory and visual portions of the informal modality test.