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dc.contributor.authorBezon, Elaine L.
dc.date.accessioned2021-09-07T22:05:05Z
dc.date.available2021-09-07T22:05:05Z
dc.date.issued6/1/1990
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5999
dc.description.abstractSeventy-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.
dc.subjectThesis 743
dc.subjectBrockport Thesis Collection
dc.subjectEducation
dc.subjectElementary Reading
dc.subjectLanguage Experience Approach
dc.titleA Comparison of Reading Instructional Approaches: Ability-Grouped Basal and Whole-Group Literature-Based
dc.typethesis
refterms.dateFOA2021-09-07T22:05:05Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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