LEADER 03699ctm 2200505 i 4500001 ocm34909473 003 OCoLC 005 20230614020257.0 008 960611s1965 xx a bm 000 0 eng d 035 (Sirsi) o34909473 035 (OCoLC)34909473 040 ERE |beng |erda |cERE |dOCLCQ |dOCLCF |dOCLCO |dOCLCQ |dOCLCO |dOCL |dERE |dOCLCO |dOCLCQ |dERE |dUtOrBLW 043 n-us-nc 049 EREE 050 4 LB1573 |b.R566 1965 100 1 Roberson, Elizabeth, |eauthor. |?UNAUTHORIZED 245 12 A comparison of two approaches to the teaching of reading / |cby Elizabeth Roberson. 264 0 |c1965. 300 94 leaves : |billustrations ; |c29 cm 336 text |btxt |2rdacontent 337 unmediated |bn |2rdamedia 338 volume |bnc |2rdacarrier 502 |bM.A. Ed. |cEast Carolina College |d1965 500 Submitted to the faculty of the School of Education. 500 Advisor: James W. Batten 520 3 The purpose of this study was to compare the effectiveness of teaching reading using the traditional approach and a more progressive or experimental approach. In order to make the comparison, it was necessary to define the involvements of the two approaches and to relate them to reading instruction. The history of reading was reviewed and early methods of teaching reading were examined and studied. Subsequently, a comparative study was pursued by equating ten pairs of students in two different schools in Greenville, North Carolina. The pairs of children were chosen on the bases of intelligence quotients (90 110), similar socio-economic background, and continued attendance in the same school for five consecutive years. Achievement test scores on standard achievement tests were recorded at the end of the fourth grade and compared and analyzed with the scores attained at the completion of the fifth grade. The results of the study revealed that the weakest areas within the experimental group were the areas of paragraph meaning and study skills. The strongest areas were spelling and language. The traditional group excelled in paragraph meaning, science, and social studies but lagged in spelling and language. Finally, it was concluded that there is no best way to teach reading and that success or failure of a reading program depends largely on a skillful teacher who can work effectively with different students on diverse levels of instruction according to individual needs. 504 Includes bibliographical references (leaves 87-94). 650 0 Reading (Elementary) |zNorth Carolina |zGreenville. |=^A398535 650 7 Reading (Elementary) |2fast |0(OCoLC)fst01090705 651 7 North Carolina |zGreenville. |2fast |0(OCoLC)fst01214377 |?UNAUTHORIZED 655 7 Academic theses. |2fast |0(OCoLC)fst01726453 655 7 Academic theses. |2lcgft 655 7 Thèses et écrits académiques. |2rvmgf |0(CaQQLa)RVMGF-000001173 700 1 Batten, James William, |d1919-2004, |edegree supervisor. |=^A1229585 710 2 East Carolina College. |bSchool of Education. |?UNAUTHORIZED 856 41 |zAccess via ScholarShip |uhttp://hdl.handle.net/10342/10123 949 Click on web address |wasis |hjoyner101 949 Click on web address |wasis |hhsl111 994 C0 |bERE 596 1 4 998 597917 998 597917