A Content Analysis of Three Readiness Programs With Regard to Important Reading Readiness Factors

The purpose of this study was to conduct a content analysis of three readiness programs, Ginn 720, Lippincott and Houghton Mifflin, to determine if they dealt with the teachable reading readiness factors identified by reading authorities as important to reading achievement. A list of ten teachable reading readiness factors was compiled, based on their emphasis in the professional literature, reading readiness tests, and the experience of the researcher as a primary reading teacher. The list was used as the criterion to analyze each of the three programs to determine if and to what extent they provided instruction or activities for each of the ten teachable reading readiness factors. The conclusions drawn were that all three readiness programs provided some activities for each of the ten factors of reading readiness but they differed in number of lessons for each readiness factor and in points of emphasis. The different emphases within programs were related to the program developers' philosophy of how children best learn to read.

Name thesis:degree_name

Master of Science in Education in Literacy

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Reading, Foundations, and Technology

Year

1977

Author dc:creator

• Pope, Doris Mae

Contributors dc:contributor

• James Layton

• Other Education

Statement dc:rights

• © Doris Mae Pope

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/397

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1398