The purpose of the study was to examine and compare through objective literary research the effectiveness of the basal method versus the language experience method on reading achievement. The review of the literature covered a wide variety of sources including several books, journals, dissertations, and reports by professional organizations.
Five questions were formulated to help guide the probe through the vast amount of literature and to narrow the scope and breadth of the research report. The questions asked about the significant differences of reading achievement by: (1) method of instruction, (2) socio-cultural background, (3) sex, (4) intelligence levels, and (5) whether language development was influenced by either method.
From the study it could not be determined that either the basal or the language - experience approach is superior. Using either method students who come from culturally different backgrounds are differentially affected. However, most of these students benefit from a language experience approach. Also, thes culturally different students have little motivation to read if reading is not a high priority cultural trait.
Within the United States girls tend to be better readers than boys, but the difference is not due to genetics or method of instruction, but is attributed to cultural phenomena that lie outside the classroom.
The best way to positively influence language development is to model standard language in both written and oral forms regardless of the type of instructional method being used.
Children of different intelligence levels are not differentially affected by method of instruction. But careful planning and guidance of instruction should be congruent to the stages of cognitive development at which the child is working.
It is more desirable to use an eclectic approach to teach reading than to subscribe to any one method without being able to substantiate the method's claims for fulfilling the goals and objectives of the reading program.
","abstract_html":"<p>The purpose of the study was to examine and compare through objective literary research the effectiveness of the basal method versus the language experience method on reading achievement. The review of the literature covered a wide variety of sources including <strong>several</strong> books, journals, dissertations, and reports by professional organizations.</p> <p>Five questions were formulated to help guide the probe through the vast amount of literature and to narrow the scope and breadth of the research report. The questions asked about the significant differences of reading achievement by: (1) method of instruction, (2) socio-cultural background, (3) sex, (4) intelligence levels, and (5) whether language development was influenced by either method.</p> <p>From the study it could not be determined that either the basal or the language - experience approach is superior. Using either method students who come from culturally different backgrounds are differentially affected. However, most of these students benefit from a language experience approach. Also, thes culturally different students have little motivation to read if reading is not a high priority cultural trait.</p> <p>Within the United States girls tend to be better readers than boys, but the difference is not due to genetics or method of instruction, but is attributed to cultural phenomena that lie outside the classroom.</p> <p>The best way to positively influence language development is to model standard language in both written and oral forms regardless of the type of instructional method being used.</p> <p>Children of different intelligence levels are not differentially affected by method of instruction. But careful planning and guidance of instruction should be congruent to the stages of cognitive development at which the child is working.</p> <p>It is more desirable to use an eclectic approach to teach reading than to subscribe to any one method without being able to substantiate the method's claims for fulfilling the goals and objectives of the reading program.</p>","abstract_has_math":false,"creators":["Copeland, Larry L."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1982,"date_issued":"1982-01-01T08:00:00Z","date_published":"1982-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["Reading Achievement","Language Development","Children","Reading","Culture","Educational Assessment, Evaluation, and Research","Language and Literacy Education","Liberal Studies"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/624","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Copeland, Larry L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading Achievement","Language Development","Children","Reading","Culture","Educational Assessment, Evaluation, and Research","Language and Literacy Education","Liberal Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/624"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to examine and compare through objective literary research the effectiveness of the basal method versus the language experience method on reading achievement. The review of the literature covered a wide variety of sources including several books, journals, dissertations, and reports by professional organizations.
Five questions were formulated to help guide the probe through the vast amount of literature and to narrow the scope and breadth of the research report. The questions asked about the significant differences of reading achievement by: (1) method of instruction, (2) socio-cultural background, (3) sex, (4) intelligence levels, and (5) whether language development was influenced by either method.
From the study it could not be determined that either the basal or the language - experience approach is superior. Using either method students who come from culturally different backgrounds are differentially affected. However, most of these students benefit from a language experience approach. Also, thes culturally different students have little motivation to read if reading is not a high priority cultural trait.
Within the United States girls tend to be better readers than boys, but the difference is not due to genetics or method of instruction, but is attributed to cultural phenomena that lie outside the classroom.
The best way to positively influence language development is to model standard language in both written and oral forms regardless of the type of instructional method being used.
Children of different intelligence levels are not differentially affected by method of instruction. But careful planning and guidance of instruction should be congruent to the stages of cognitive development at which the child is working.
It is more desirable to use an eclectic approach to teach reading than to subscribe to any one method without being able to substantiate the method's claims for fulfilling the goals and objectives of the reading program.
"]},{"key":"dc:title","label":"Title","values":["A Comparison of the Effect of the Language- Experience Approach and the Basal Approach on Reading Achievement"]}]}],"canonical_facts":{"dc:creator":["Copeland, Larry L."],"dc:description.abstract":["The purpose of the study was to examine and compare through objective literary research the effectiveness of the basal method versus the language experience method on reading achievement. The review of the literature covered a wide variety of sources including several books, journals, dissertations, and reports by professional organizations.
Five questions were formulated to help guide the probe through the vast amount of literature and to narrow the scope and breadth of the research report. The questions asked about the significant differences of reading achievement by: (1) method of instruction, (2) socio-cultural background, (3) sex, (4) intelligence levels, and (5) whether language development was influenced by either method.
From the study it could not be determined that either the basal or the language - experience approach is superior. Using either method students who come from culturally different backgrounds are differentially affected. However, most of these students benefit from a language experience approach. Also, thes culturally different students have little motivation to read if reading is not a high priority cultural trait.
Within the United States girls tend to be better readers than boys, but the difference is not due to genetics or method of instruction, but is attributed to cultural phenomena that lie outside the classroom.
The best way to positively influence language development is to model standard language in both written and oral forms regardless of the type of instructional method being used.
Children of different intelligence levels are not differentially affected by method of instruction. But careful planning and guidance of instruction should be congruent to the stages of cognitive development at which the child is working.
It is more desirable to use an eclectic approach to teach reading than to subscribe to any one method without being able to substantiate the method's claims for fulfilling the goals and objectives of the reading program.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/624"],"dc:language":["English"],"dc:subject":["Reading Achievement","Language Development","Children","Reading","Culture","Educational Assessment, Evaluation, and Research","Language and Literacy Education","Liberal Studies"],"dc:title":["A Comparison of the Effect of the Language- Experience Approach and the Basal Approach on Reading Achievement"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:18Z"}