A Comparison of Two Approaches to First Grade Phonics Instruction in the Riverside Unified School District.Reportar como inadecuado




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A study evaluated reaching achievement for three groups of first-grade students: (1) those receiving phonics instruction utilizing the "Open Court" phonics materials integrated with the District's language arts curriculum; (2) those receiving phonics instruction in the context of guided and shared reading activities ("Phonics in Context"); and (3) a control group receiving no special program beyond normal instruction. Reading pretest results and a measure of socio-economic status revealed remarkable similarity among the groups. In regard to recent staff development and experience with first-grade curriculum, there was little difference between the teachers involved in the study. End of year posttest reading achievement showed no significant differences among the three groups on the Test of Early Reading Ability-2nd Edition, and the same was true for the Running Record assessment that measured level of oral reading proficiency. The Stanford Achievement Test showed no significant differences between the Open Court and Phonics in Context groups, but did show significant differences between Open Court and the Control group on all three subtests. The Phonics in Context group also outperformed the control group on the Stanford Word Study Skills subtest as well as on the Stanford Total Reading score. Results of a parent survey showed high levels of enthusiasm and parent satisfaction for each of the reading programs. Teacher interviews revealed high levels of enthusiasm for both treatment programs. (Contains six tables and three figures of data.) (Author/SR)

Descriptors: Comparative Analysis, Grade 1, Instructional Effectiveness, Language Arts, Phonics, Primary Education, Reading Achievement, Reading Instruction, Reading Research











Autor: Barrett, Thomas J.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9944&id=ED393061







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