Attitudes Toward Reading Held by Second Grade Students When Instructed in First and Second Grades Using the Basal Approach and the Whole Language Approach

The attitudes toward reading held by second grade students when instructed using the basal approach and the whole language approach were studied. Forty surveys given to students at the end of their second grade year were analyzed. The results showed support for the hypothesis that students, taught reading by the whole language approach in first and second grades will have a more positive attitude toward reading than students taught reading by the traditional basal approach in the first and second grades