| Summary |
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. |
