Reading Achievement of Students in a Fifth-Grade Urban Classroom: A Comparison of Basal and Literature-Based Approaches to Teaching Reading. A Longitudinal Study

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Branson, Charlotte Ann

Contributors dc:contributor

• Rodgers, Frederick A.

• Education, Reading

Language dc:language

eng

Identifier

(MiAaPQ)AAI9944803

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80312