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A Continual Regrouping Program in Reading Readiness Skills for Kindergarten.

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Bibliographic Details
Title: A Continual Regrouping Program in Reading Readiness Skills for Kindergarten.
Authors: Campbell, Ruby M., Guthrie, Larry F.
Peer Reviewed: N
Page Count: 20
Publication Date: 1975
Document Type: Reports - Research
Descriptors: Classification, Kindergarten Children, Primary Education, Program Descriptions, Reading Achievement, Reading Programs, Reading Readiness, Reading Research, Reading Skills
Abstract: The purposes of this study were to custom make a reading readiness program for a group of kindergarten children and to compare their progress with that of a second group. A pretest was administered to all of the children and then each child was grouped according to his or her needs. Two classes were involved in the study, one labeled control and the other experimental. In the experimental class the children were retested and regrouped according to their needs at three-week intervals. The children in the control class remained in the same groups throughout the program. At the end of the study a t-test was used to compare gain scores of both groups. The results of this study support the hypothesis that children in a continuous regrouping program will achieve greater success in performing reading readiness skills than those who are exposed to a non-regrouping program. Although both groups made significant progress, the gain scores of the experimental group were considerably higher than those of the control group. Based on the findings of this study, and from the findings of previous research, it is recommended that this method of grouping be implemented in other kindergarten classrooms. (Author)
Journal Code: RIEJAN1976
Entry Date: 1976
Accession Number: ED110964
Database: ERIC
Description
Abstract:The purposes of this study were to custom make a reading readiness program for a group of kindergarten children and to compare their progress with that of a second group. A pretest was administered to all of the children and then each child was grouped according to his or her needs. Two classes were involved in the study, one labeled control and the other experimental. In the experimental class the children were retested and regrouped according to their needs at three-week intervals. The children in the control class remained in the same groups throughout the program. At the end of the study a t-test was used to compare gain scores of both groups. The results of this study support the hypothesis that children in a continuous regrouping program will achieve greater success in performing reading readiness skills than those who are exposed to a non-regrouping program. Although both groups made significant progress, the gain scores of the experimental group were considerably higher than those of the control group. Based on the findings of this study, and from the findings of previous research, it is recommended that this method of grouping be implemented in other kindergarten classrooms. (Author)