Date of Award
Master of Science in Education (MSEd)
Education and Human Development
Seventy-nine first-grade students from a rural school were subjects in a comparison of reading instructional approaches. Forty students were members of a whole-group literature-based classroom. Thirty-nine students were members of a ability-grouped basal classroom. The students' Stanford Achievement Test (SAT) total reading and sub-test scores were examined using the raw scores from the previous and present years of the two reading approach classrooms. Results from a Regression and Correlation Analysis, Two Sample t Tests, and Bivariate Crosstab Tables indicate a significant relationship between the type of reading approach and reading achievement. Students from the whole~group literature-based approach performed significantly higher on the reading section of the Stanford Achievement Test. When comparing the sub-tests of the reading section of the SAT, there was some variation in the relationship between the type of reading approach used and the scores obtained on the SAT.
Bezon, Elaine L., "A Comparison of Reading Instructional Approaches: Ability-Grouped Basal and Whole-Group Literature-Based" (1990). Education and Human Development Master's Theses. 92.