The Effects of a Dual Reading Program on First Grade Students’ Attitudes Toward and Perceptions of Reading

Abstract

The purpose of this study was to investigate the effect of a language experience approach to reading used in conjunction with a basal-reader program on students' attitudes toward and perceptions of reading at the first grade level. A sample population of twenty-six students was drawn from two, first grade classes in a middle income, suburban school district. A quasi-experimental design was used in the study. Student attitude toward reading was evaluated by a pretest and posttest of student attitude toward reading developed by the researcher. Students' perceptions of reading were evaluated by personal, tape recorded interviews. A computer program was used for the purpose of analyzing the data. The findings of the study indicated that the treatments used did not influence attitudes toward and perceptions of reading at the first grade level in the district sampled. However, the study raised questions regarding the need for further research dealing with affective factors and reading.