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    A Comparison of Reading Instructional Approaches: Ability-Grouped Basal and Whole-Group Literature-Based

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    Author
    Bezon, Elaine L.
    Keyword
    Thesis 743
    Brockport Thesis Collection
    Education
    Elementary Reading
    Language Experience Approach
    Date Published
    1990-06-01
    
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    URI
    http://hdl.handle.net/20.500.12648/5999
    Abstract
    Seventy-nine first-grade students from a rural school were subjects in a comparison of reading instructional approaches. Forty students were members of a whole-group literature-based classroom. Thirty-nine students were members of a ability-grouped basal classroom. The students' Stanford Achievement Test (SAT) total reading and sub-test scores were examined using the raw scores from the previous and present years of the two reading approach classrooms. Results from a Regression and Correlation Analysis, Two Sample t Tests, and Bivariate Crosstab Tables indicate a significant relationship between the type of reading approach and reading achievement. Students from the whole~group literature-based approach performed significantly higher on the reading section of the Stanford Achievement Test. When comparing the sub-tests of the reading section of the SAT, there was some variation in the relationship between the type of reading approach used and the scores obtained on the SAT.
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