A comparative study of a phonetically-oriented reading approach and an eclectic reading approach in first, second, and third grades

The present study was designed to investigate the effectiveness of a phonetically-oriented reading program when used in conjunction with a basal reading series. The purpose of the Study was to determine whether there is a statistically significant difference in reading achievement gains between students using a diagnostic phonic program preceding the use of a basal reading program and students not using such a program. Subjects used in this study were first, second, and third grade students in four Catholic elementary schools of the Mobile, Alabama, diocese. The experimental groups at each grade level used a phonetic supplement. Keys to Independence in Reading with a basal reader while the control groups used an eclectic approach to reading with ancillary materials. The study was conducted during the school year of 1973-74. Reading achievement gains at the various grade levels were measured by various forms of the Metropolitan Achievement Test. A Criterion-Referenced Test was also used at each grade level to measure mastery of certain reading and phonetic skills. All data for the study were analyzed at the University of Houston computer center using the Stepreg I and Dstat 2, two of the many "Statjob" computer programs. Two multiple regression analyses were conducted at each grade level. The full model was used in all analyses. Pretest data were entered into the analyses as "base" variables while posttest data were entered as "free" variables. Thus, the pretest data is the covariate used to adjust or "equalize" any possible initial differences between the two groups being compared. First grade students taught reading by the phonetically-oriented program scored significantly higher in reading achievement as measured by a standardized test and also mastered certain reading skills to a significantly greater degree as measured by a criterion-referenced test. The above findings indicated that at the first grade level there was a relationship between reading achievement and the use or nonuse of a phonetically-oriented reading program. Second grade students taught reading by the phonetically-oriented program scored significantly higher in reading achievment as measured by a standardized test and also mastered certain reading skills to a significantly greater degree as measured by a criterion-referenced test. Thus, findings at the second grade level indicated that there was a relationship between reading achievement and the use or nonuse of a phonetically-oriented reading program. Results at the third grade level did not establish that there was a relationship between reading achievement and the use or nonuse of a phonetically-oriented program.