Title

Comparing Direct Instruction Reading With a Basal Reading Program In Relation To Achievement, Attitude Toward School, and Self-Concept

Date of Award

1995

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and School Counseling

First Advisor

Edgar H. Bedenbaugh

Advisor Department

Educational Leadership and School Counseling

Abstract

This study compared the results of an alternative reading program, Direct Instruction Reading, designed for at-risk students with the traditional Basal Reading program in first, second, and third grade classrooms. The results were determined based on a set of variables which included student achievement, self-concept, and student attitude toward school. Subjects of the study were 339 first, second, and third grade students who were identified as being at-risk by a number of factors. The subjects were divided into two groups for each grade level: those in the Direct Instruction Reading group and those in the traditional Basal Reading group. The students were given pretests and posttests to determine the effectiveness of the programs on reading achievement. A survey and checklist, completed by the classroom teachers, provided the measures of students' self-concept and attitude toward school. Six hypotheses were tested using an analysis of covariance, two-way ANOVA, and one-way ANOVA. It was concluded that: (1) The Direct Instruction groups in grades 2 and 3 scored higher than the Basal Reading groups. The Basal Reading group scored higher than the Direct Instruction group in grade 1. (2) The Direct Instruction group scored higher than the Basal Reading group on perceived attitude toward school in grades 1, 2, and 3. (3) There was no significant difference between the Direct Instruction group and the Basal Reading group on self-concept in grades 1 and 2. The Basal Reading group scored significantly higher than the Direct Instruction group in grade 3.