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Reading In The Kindergarten: A Comparative Study Of Opposing Views, Geneva Nevius
Reading In The Kindergarten: A Comparative Study Of Opposing Views, Geneva Nevius
All Master's Theses
It was the purpose of this study to attempt to bring together differing opinions and research concerning the teaching of formal reading skills to children of kindergarten age. In order to establish evidence relevant to the problem, the following question was considered: Should the teaching of formal reading skills be a part of the kindergarten curriculum? In view of the question, this paper attempted to study from the literature whether formal reading skills should be taught to children in kindergarten classes.
A Comparative Study Of Individualized Reading And Basal Reading (Ability Grouping) For Progress In Comprehension, Quantity, And Word Meaning, John Arnold Moffitt
A Comparative Study Of Individualized Reading And Basal Reading (Ability Grouping) For Progress In Comprehension, Quantity, And Word Meaning, John Arnold Moffitt
All Master's Theses
It is the purpose of this paper (1) to study the individualized reading group and the basal reading group, as to their progress in comprehension, quantity and word meaning; (2) to compare the two groups to see which group produces the greater amount of progress in comprehension, quantity, and word meaning; (3) to compare the amount of progress of the boys as to the progress of the girls in comprehension, quantity, and word meaning; and (4) to compare the amount of progress of slow, average, and fast readers.
Individualized Instruction In Reading, Sunny Murdock
Individualized Instruction In Reading, Sunny Murdock
All Master's Theses
The purpose of this study was to describe methods, procedures, techniques, and problems in the utilization of individualized instruction in reading through a review of literature and a practical application of this method in the classroom.
An Eclectic Approach To Individualized Reading In The First Grade, Sandra S. Scherer
An Eclectic Approach To Individualized Reading In The First Grade, Sandra S. Scherer
All Master's Theses
Past experience has revealed a definite need to release children, at least partially, from the traditional ability groupings and allow more flexible groupings. The past also revealed that individual children's unique interests and abilities were not being provided for. Since the teaching of reading occupies a central position in the elementary grades, and since children have a wide range of reading abilities and interests, an investigation of individualized reading was prompted.