Thesis Title

A Content Analysis of Three Readiness Programs With Regard to Important Reading Readiness Factors

Date of Graduation

Spring 1977

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations and Technology

Committee Chair

James Layton

Subject Categories

Other Education

Abstract

The purpose of this study was to conduct a content analysis of three readiness programs, Ginn 720, Lippincott and Houghton Mifflin, to determine if they dealt with the teachable reading readiness factors identified by reading authorities as important to reading achievement. A list of ten teachable reading readiness factors was compiled, based on their emphasis in the professional literature, reading readiness tests, and the experience of the researcher as a primary reading teacher. The list was used as the criterion to analyze each of the three programs to determine if and to what extent they provided instruction or activities for each of the ten teachable reading readiness factors. The conclusions drawn were that all three readiness programs provided some activities for each of the ten factors of reading readiness but they differed in number of lessons for each readiness factor and in points of emphasis. The different emphases within programs were related to the program developers' philosophy of how children best learn to read.

Copyright

© Doris Mae Pope

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Dissertation/Thesis

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