ERIC Number: ED402567
Record Type: Non-Journal
Publication Date: 1996-Nov
Reference Count: N/A
A Comparison of the Sing, Spell, Read, & Write Program and the Traditional Approach to Reading Instruction.
Bryan, Laura; Turner, James S.
A 6-year ex post facto study compared the word study skills, word reading/reading vocabulary, reading comprehension, and total reading achievement of Choctaw Indian first and second grade classes that participated in the Sing, Spell, Read, & Write (SSRW) program and classes that had not participated in the program. Subjects were 84 students in 6 Choctaw Indian elementary schools operated by the Mississippi Band of Choctaw Indians. Seven intact first-grade and seven second-grade classrooms participated. During the first 4 years (1989-90 through 1992-93), no classes participated in the program. During the last 2 years, all first and second grade classes participated. The Stanford Achievement Test Primary Level 1, Form J was used to measure first graders' word study skills, word reading, reading comprehension, and total reading achievement, and the Primary Level 2, Form J was used to measure second graders' word study skills, reading vocabulary, reading comprehension, and total reading achievement. Class means were used as the units of study. Scaled scores for the first 4 years were averaged to provide baseline data for comparison. Data from the last 2 years were averaged for first grade classes and compared to the baseline. Second-grade test results for 1994 and 1995 were compared to the baseline separately, since the 1995 data reflected scores of students who participated in SSRW when they were in first grade. Results indicated no statistically significant differences between the baseline group and the SSRW group in any of the four areas of reading for first or second grade. (Contains 57 references and 2 tables of data.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/63886