A Comparative Study of the Language Experience Approach with Junior High Native-Indian Students.

Autor/in	Mallett, W. Graham
Titel	A Comparative Study of the Language Experience Approach with Junior High Native-Indian Students.
Quelle	(1975), (159 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; American Indians; Doctoral Dissertations; Educational Research; Junior High Schools; Language Experience Approach; Reading Comprehension; Reading Instruction; Remedial Reading; Student Attitudes; Teaching Methods; Vocabulary; Writing Skills; Canada + Suchen Sie Ihr Suchwort? American Indian; Indianer; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Sekundarstufe I; Language; Languages; Experience; Sprache; Erfahrung; Leseverstehen; Leseunterricht; Leseförderung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatz; Writing skill; Schreibfertigkeit; Kanada
Abstract	This study investigated the efficacy of the language experience approach (LEA) with native Indian remedial reading students at the junior high level in British Columbia. Gains of vocabulary and comprehension achievement, of attitude toward reading, and of writing achievement were compared between the language experience approach and typical reading laboratory approaches (RLA) within the same students. Subjects were sixteen eighth grade and five ninth grade Indian students who had been placed in remedial reading classes. Ten subjects, in remedial reading classes with 24 non-Indian students, were instructed by the LEA for eight weeks. The remaining eleven subjects, in classes with 18 non-Indian students, were instructed by typical RLA. The approaches were rotated between the two groups for a second period of eight weeks. Data were collected at the beginning and end of the first period and at the end of the second period. Findings showed no statistically significant differences in vocabulary gains between the LEA and RLA within the same students, and no significant differences in comprehension gains. Writing achievement gains were greater for the LEA and there was greater improvement in attitude toward reading for the LEA. Recommendations were made for instruction and research. (Author/JM)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC