The Relative Impact of Oral Reading Combined with Direct Teaching Methodology on Reading Comprehension, Listening and Vocabulary Achievement of Third-Grade Students

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Description

The problem of this study was to measure the impact of a read-aloud approach combined with direct teaching methodology on student achievement/attitudes and school expenditures. The purpose of this study was twofold. First, the study was to determine the relative impact of three treatments on student reading and listening skills, vocabulary development, and attitude towards reading. The first treatment was read-aloud based on specific recommended texts combined with direct teaching methodology. The second treatment was read-aloud based on specific recommended texts. The third treatment, the control, was simply a read-aloud-based program. The second purpose of the study was to compare ... continued below

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xii, 210 leaves

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Lopez, Joseph G. (Joseph Guzman) December 1986.

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  • Lopez, Joseph G. (Joseph Guzman)

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Description

The problem of this study was to measure the impact of a read-aloud approach combined with direct teaching methodology on student achievement/attitudes and school expenditures. The purpose of this study was twofold. First, the study was to determine the relative impact of three treatments on student reading and listening skills, vocabulary development, and attitude towards reading. The first treatment was read-aloud based on specific recommended texts combined with direct teaching methodology. The second treatment was read-aloud based on specific recommended texts. The third treatment, the control, was simply a read-aloud-based program. The second purpose of the study was to compare the relative cost and effort required by the three treatments. The 226 subjects in this study were selected from the population of third—grade students from three metropolitan early childhood centers. The subjects were pretested and posttested with the Iowa Tests of Basic Skills (ITBS), a criterion-referenced vocabulary test and the Estes Attitudinal Scale. Analyses of covariance and after F-test multiple comparisons were used to compare the relative impact of the three treatments on a preselected set of criterion variables.

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xii, 210 leaves

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UNT Theses and Dissertations

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  • December 1986

Added to The UNT Digital Library

  • Aug. 22, 2014, 6 p.m.

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  • May 23, 2016, 1:44 p.m.

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Citations, Rights, Re-Use

Lopez, Joseph G. (Joseph Guzman). The Relative Impact of Oral Reading Combined with Direct Teaching Methodology on Reading Comprehension, Listening and Vocabulary Achievement of Third-Grade Students, dissertation, December 1986; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331113/: accessed December 14, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .