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

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.