{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1398"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1398","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Content Analysis of Three Readiness Programs With Regard to Important Reading Readiness Factors","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Pope, Doris Mae"],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["James Layton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1977,"date_issued":"1977-05-01T07:00:00Z","date_published":"1977-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:23Z","subjects":["Other Education"],"languages":[],"rights":["© Doris Mae Pope"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/397","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Layton"]},{"key":"dc:creator","label":"Author","values":["Pope, Doris Mae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Doris Mae Pope"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/397"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["A Content Analysis of Three Readiness Programs With Regard to Important Reading Readiness Factors"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Pope, Doris Mae"],"dc:description.abstract":["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."],"dc:identifier":["https://bearworks.missouristate.edu/theses/397"],"dc:rights":["© Doris Mae Pope"],"dc:subject":["Other Education"],"dc:title":["A Content Analysis of Three Readiness Programs With Regard to Important Reading Readiness Factors"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:23Z"}