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A Five-Year Study of the Effects of a Skill-Centered Approach to the Teaching of Reading
The Journal of Educational Research
Vol. 72, No. 2 (Nov. - Dec., 1978), pp. 104-112
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27537189
Page Count: 9
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This article reports the results of a five-year study of the effects of implementing a skill-centered approach to the teaching of reading. The results are particularly relevant in light of the recent controversy over methods of teaching children to read. Several approaches to teaching reading are discussed and the implementation of one of the approaches, the skill-centered, in a large school district is described. The impact of implementation in the district was substantial. Results from 80 elementary schools indicate that students in grades kindergarten through six learned reading skills and improved their overall reading performance. Four subtests of the Comprehensive Tests of Basic Skills were administered to students in grades four and six: Reading Vocabulary, Reading Comprehension, Using Reference Materials, and Using Graphic Materials. The first two subtests were also administered to grade eight students. The investigators conclude that a skill-centered approach is practical and a viable, if not superior, approach to teaching children how to read.
The Journal of Educational Research © 1978 Taylor & Francis, Ltd.