{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80312"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80312","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Reading Achievement of Students in a Fifth-Grade Urban Classroom: A Comparison of Basal and Literature-Based Approaches to Teaching Reading. A Longitudinal Study","abstract":"Reading comprehension scores from the Iowa Test of Basic Skills were used as pretest scores and indicated that there were no statistically significant differences between the groups prior to fifth grade. Observations over time revealed that a literature-based reading program helped students to develop and adopt the reading behavior of good readers. This approach to learning to read teaches students to recognize some important distinctions between good and poor readers. As a result, students taught to read using a literature-based approach are likely to become better readers with appropriate comprehension and adequate understanding. Both literature-based and basal-reading programs indicated significant growth from pre to posttest results. It appears that either program can result in significant growth over a comparable time period. An analysis of covariance conducted on the reading scores indicated that there was no statistically significant differences in reading achievement between the classes taught with a basal-reading program or with a literature-based reading program.","abstract_html":"Reading comprehension scores from the Iowa Test of Basic Skills were used as pretest scores and indicated that there were no statistically significant differences between the groups prior to fifth grade. Observations over time revealed that a literature-based reading program helped students to develop and adopt the reading behavior of good readers. This approach to learning to read teaches students to recognize some important distinctions between good and poor readers. As a result, students taught to read using a literature-based approach are likely to become better readers with appropriate comprehension and adequate understanding. Both literature-based and basal-reading programs indicated significant growth from pre to posttest results. It appears that either program can result in significant growth over a comparable time period. An analysis of covariance conducted on the reading scores indicated that there was no statistically significant differences in reading achievement between the classes taught with a basal-reading program or with a literature-based reading program.","abstract_has_math":false,"creators":["Branson, Charlotte Ann"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Rodgers, Frederick A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:29Z","date_published":"2015-09-25T19:56:29Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Reading"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9944803"],"render_values":[{"text":"(MiAaPQ)AAI9944803","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80312","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rodgers, Frederick A."]},{"key":"dc:creator","label":"Author","values":["Branson, Charlotte Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:29Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Reading"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80312","(MiAaPQ)AAI9944803"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Reading comprehension scores from the Iowa Test of Basic Skills were used as pretest scores and indicated that there were no statistically significant differences between the groups prior to fifth grade. Observations over time revealed that a literature-based reading program helped students to develop and adopt the reading behavior of good readers. This approach to learning to read teaches students to recognize some important distinctions between good and poor readers. As a result, students taught to read using a literature-based approach are likely to become better readers with appropriate comprehension and adequate understanding. Both literature-based and basal-reading programs indicated significant growth from pre to posttest results. It appears that either program can result in significant growth over a comparable time period. An analysis of covariance conducted on the reading scores indicated that there was no statistically significant differences in reading achievement between the classes taught with a basal-reading program or with a literature-based reading program.","Made available in DSpace on 2015-09-25T19:56:29Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944803.pdf: 5266820 bytes, checksum: 7963d3dda49bbaf78695c87a9dd94b62 (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81594 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","127 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."]},{"key":"dc:title","label":"Title","values":["Reading Achievement of Students in a Fifth-Grade Urban Classroom: A Comparison of Basal and Literature-Based Approaches to Teaching Reading. A Longitudinal Study"]}]}],"canonical_facts":{"dc:contributor":["Rodgers, Frederick A."],"dc:creator":["Branson, Charlotte Ann"],"dc:date":["2015-09-25T19:56:29Z","10000-01-01","1999"],"dc:description":["Reading comprehension scores from the Iowa Test of Basic Skills were used as pretest scores and indicated that there were no statistically significant differences between the groups prior to fifth grade. Observations over time revealed that a literature-based reading program helped students to develop and adopt the reading behavior of good readers. This approach to learning to read teaches students to recognize some important distinctions between good and poor readers. As a result, students taught to read using a literature-based approach are likely to become better readers with appropriate comprehension and adequate understanding. Both literature-based and basal-reading programs indicated significant growth from pre to posttest results. It appears that either program can result in significant growth over a comparable time period. An analysis of covariance conducted on the reading scores indicated that there was no statistically significant differences in reading achievement between the classes taught with a basal-reading program or with a literature-based reading program.","Made available in DSpace on 2015-09-25T19:56:29Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944803.pdf: 5266820 bytes, checksum: 7963d3dda49bbaf78695c87a9dd94b62 (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 81594 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","127 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."],"dc:identifier":["http://hdl.handle.net/2142/80312","(MiAaPQ)AAI9944803"],"dc:language":["eng"],"dc:subject":["Education, Reading"],"dc:title":["Reading Achievement of Students in a Fifth-Grade Urban Classroom: A Comparison of Basal and Literature-Based Approaches to Teaching Reading. A Longitudinal Study"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:14Z"}