A comparison of the diagnostic systems approach and certain basal reader approaches to teaching two reading comprehension skills



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The purpose of the study was to compare two different approaches to increasing the ability (1) to determine the main idea, and (2) to draw inferences in reading. The approaches used were the Diagnostic Systems Approach and three basal programs. Basal materials were utilized with 96 fourth grade pupils and experimental materials were used with 105 fourth grade pupils. At the beginning of the study, all the pupils were administered the Stanford Diagnostic Reading Test, Level II, Test One: Reading Comprehension, Form W. After ninety days, Form X of the same test was administered as a posttest. General comprehension and inferential comprehension stanine scores were analyzed in order to determine whether the experimental group attained greater gains than the basal group. Informal Reading Inventories were administered to all the pupils prior to beginning the instructional procedures, in an attempt to place all students in materials at their instructional level. Pupils in the basal group used Ventures, High Roads, and Open Highways, Book 4 for all instruction. Pupils in the experimental group used the same basal programs for all instruction except that for determining the main idea and drawing inferences. [...]



Reading comprehension