A comparison of three strategies and teacher influence on beginning reading skill achievement

This study is an investigation of the use of three different methods of teaching beginning reading by each of six teachers to equal numbers of elementary students of similar social and economic backgrounds. The three systems utilized included the Ginn 360 Basal Reading Series, the Wisconsin Design for Word Attack Skill Development, and the Van Allen Language Experience Programs. All teachers participated in in-service workshops conducted by this writer. The pre- and posttest experimental design spanned a ten-week period. Gains in reading achievement were compared among systems utilized and among teachers participating. Results indicated that there was no significant difference in achievement due to a particular instructional method used. However, results supported the fact that individual teachers accounted for significant differences in reading achievement