A comparative study to determine the difference in reading achievement test scores of first graders using a combination of educational television and basal reader approach

Citation data:

ETD Collection for AUC Robert W. Woodruff Library

Publication Year:
1988
Usage 34
Downloads 33
Abstract Views 1
Repository URL:
http://digitalcommons.auctr.edu/dissertations/2756; http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=4273&context=dissertations
Author(s):
Parks, Virginia Carol
Publisher(s):
DigitalCommons@Robert W. Woodruff Library, Atlanta University Center
Tags:
Curriculum and Instruction; Education
thesis / dissertation description
The purpose of this study was to determine if there is a difference between the reading achievement test scores of first graders who have had reading instruction using a combination of structured educational television and the basal reader approach and the test scored of first graders who have had reading instruction using a combination of non-structured educational television and the basal reader approach.Two groups of first graders, a control group and an experimental group, comprising of twenty-three students in each group, were used in this study. The control group and the experimental group were taught using the basal reader approach and were exposed to television. The experimental group had follow-up lessons. Both groups were tested after eight weeks with the use of the Georgia Criterion-Referenced Test (reading scores).Findings from the posttest data revealed that there was not a significant difference in the reading achievement of students in the two groups.