A study into reading gain of intermediate remedial students utilizing certain holistic language teaching techniques

Ryan, Patricia Fern (Fudge) (1992) A study into reading gain of intermediate remedial students utilizing certain holistic language teaching techniques. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (24MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The objective of the present study was to provide a literature-based reading program for a group of reading-disabled intermediate students as an alternative to the more traditional "skills approach" methodology of teaching reading and writing. According to current research, a holistic approach appears to be effective for teaching young children to read. It was hypothesized by the present researcher that certain strategies used with young children could also be used effectively with older students. The underlying assumption was that, since these older students had not developed efficient reading strategies, they would be, in many ways, similar to younger beginning readers. They were, in fact, in many respects, beginning readers. The study was based on the premise that there is significant educational value in providing for students of all ages learning activities in which they are able to experience some degree of success. -- Analysis of the quantitative data collected in this study, corroborated by qualitative information, clearly indicate that the methodologies used, here, can be very effective in teaching older children to read and write. In every case but one, reading skills increased by at least one year, with a mean gain of almost two years during the course of the study. -- When older students, particularly those who have had a history of negative schooling experiences and failure, respond in the manner in which the students in the present study have done, and with such reading gains and attitude change as have been achieved, there appears to be little doubt that methodologies utilized have been effective, not only for the gains made in reading, but also for the intrinsic value to be derived from positive attitudes and enhanced self-concept.

Actions (login required)

View Item