The Relationship Between Two Approaches to Teaching Literacy and the Reading Attitudes of First Graders

Abstract

This study was conducted in order to investigate the relationship between two approaches to teaching literacy--traditional basal-driven methods and literature-based whole language approaches--and the attitudes toward reading among first grade students. The subjects consisted of 194 first grade students in two suburban school districts. The subjects were asked to complete a survey administered by their classroom teacher. This survey asked questions concerning attitudes toward reading. Survey information was compiled and summarized in table and paragraph form. A statistically significant difference in attitudes among students between the two separate types of teaching methods was not found. The null hypothesis was accepted.