Descriptor
| Basic Reading | 3 |
| Grade 1 | 3 |
| Intelligence Differences | 3 |
| Sex Differences | 3 |
| Basal Reading | 2 |
| Beginning Reading | 2 |
| Reading Achievement | 2 |
| Reading Instruction | 2 |
| Reading Readiness | 2 |
| Achievement Gains | 1 |
| Comparative Analysis | 1 |
| More ▼ | |
Source
Author
| ALPERT, HARVEY | 1 |
| CLELAND, DONALD L. | 1 |
| LASHINGER, DONALD R. | 1 |
| SHELDON, WILLIAM D. | 1 |
| TANYZER, HAROLD J. | 1 |
| VILSCEK, ELAINE | 1 |
Publication Type
Education Level
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Stanford Achievement Tests | 1 |
What Works Clearinghouse Rating
ALPERT, HARVEY; TANYZER, HAROLD J. – 1965
BASAL READER SYSTEMS FOR BEGINNERS WERE ANALYZED TO DETERMINE THE EFFECTS OF SPECIFIC SYSTEM FEATURES ON THE READING ACHIEVEMENT OF FIRST-GRADE CHILDREN OF DIFFERENT SEX AND LEVELS OF INTELLIGENCE. THE PROJECT COVERED THE FOLLOWING SYSTEMS--(1) THE LIPPINCOTT "BASIC READING" SERIES, (2) THE "EARLY-TO-READ…
Descriptors: Achievement Gains, Basal Reading, Basic Reading, Beginning Reading
Download full textCLELAND, DONALD L.; VILSCEK, ELAINE – 1964
THE EFFECTS OF TWO INSTRUCTIONAL APPROACHES, THE COORDINATED, BASAL LANGUAGE ARTS APPROACH AND THE INTEGRATED EXPERIENCE APPROACH TO COMMUNICATION, ON PUPILS' LANGUAGE DEVELOPMENT WERE EXAMINED. APPROXIMATELY 600 FIRST-GRADE STUDENTS WERE ASSIGNED RANDOMLY TO THE TWO APPROACHES. APPROXIMATELY 500 PUPILS COMPRISED THE FINAL, TOTAL PUPIL POPULATION…
Descriptors: Basic Reading, Grade 1, Inservice Teacher Education, Intelligence Differences
LASHINGER, DONALD R.; SHELDON, WILLIAM D. – 1966
THIS STUDY EVALUATED THE EFFECTS OF A BASAL READER PROGRAM, A MODIFIED LINGUISTIC APPROACH, AND A LINGUISTIC READER PROGRAM AS MEASURED BY THE READING ACHIEVEMENT OF 469 CHILDREN IN 21 CLASSES AT THE END OF FIRST GRADE. ACHIEVEMENT COMPARIONS WERE ALSO MADE ON THE BASES OF (1) SEX, (2) INTELLIGENCE, AND (3) RELATIONSHIPS BETWEEN READING READINESS…
Descriptors: Basal Reading, Basic Reading, Beginning Reading, Comparative Analysis
