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A study of the effectiveness of a Chapter I reading program at the first grade level designed to provide oral language development, readiness and beginning reading training, and computer assisted drill and practice correlated with classroom instruction
Burnett, Joan Carol
Burnett, Joan Carol
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Abstract
The purpose of this study was to determine if the Chapter I reading program could be instrumental in a preventive approach in the first grades. Students were identified as not having basic readiness skills intact upon entering first grade by the district language arts consultant, classroom teacher, and the Chapter I reading specialist. There were four experimental groups that received additional readiness and oral language development training, as well as being given more time on reading tasks taught in the regular classroom. The micro-computer was used with software that was designed by the basal publisher to parallel the reading skills being taught in the regular classroom. The objective was to correlate beginning reading instruction closely with classroom instruction while providing a research-based eclectic approach to compensatory language development and readiness instruction.
There were four groups of students identified in the same manner who did not receive the additional reading classes until it was possible under the normal Chapter I policy guidelines, after January on a space available basis, or who did not receive special services at all.
The 4l students selected for the study attended three Chapter I elementary schools in Unified School District 497, Lawrence, Kansas. Nineteen of the first graders were enrolled in the Chapter I reading program and received reading instruction 30 minutes daily four days a week. Scores for data analysis were obtained from seven testing instruments: the Clymer-Barrett Readiness Test, the Boehm Test of Basic Concepts, the Structured Photographic Language Test II, and four subtests of an informal survey designed by the reading specialists: (1) independent written production of upper case letters in sequence (2) written production of dictated, lower case, out-of-sequence letters (3) auditory recognition of and verbal production of initial consonant sounds (4) auditory recognition of rhyming words. These seven tests were administered twice during the 1983-1984 school year as pretests and posttests. Raw scores were the criteria used to measure the dependent variable, reading achievement, except for the Structured Photographic Language Test which required the use of percentage scores. The t-test was used to determine the level of difference between the control group and experimental group results. The .05 level of significance was selected as the appropriate level for acceptance or rejection of the null hypothesis.
This study demonstrated that there were significant main effects for treatment groups on three measures: the Clymer-Barrett Readiness Test, the written independent production of upper case letters in sequence, and the written production of dictated, lower case, out-of-sequence letters. There was no significant main effect on the Boehm Test of Basic Concepts, the Structured Photographic Language Test II, the auditory recognition and verbal production of initial consonant sounds, and the auditory recognition of rhyming words.
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M.S. Ed. University of Kansas, Curriculum and Instruction 1984
Date
1984-12-31
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University of Kansas
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burnett_1984_930639.pdf
Adobe PDF, 2.69 MB