Thesis Title

Reading Comprehension: A Whole Language Effect on Academic Success

Graduation Date

Spring 1996

Document Type

Master's Thesis

Document Form

Print

Degree Name

Master of Science

Program Name

Education

Abstract

The purpose of this study was to examine the effect of a whole language philosophy as compared to a more traditional reading program on children’s reading comprehension scores. Current research indicated the importance of teachers stating the topic of reading prior to reading as well as the importance of students’ oral reading ability to assess reading proficiency. The research consisted of questionnaires and interviews of a sample of primary grade teachers in one school. The question examined teachers’ individual reading programs and their perceptions of student reading comprehension. Results showed the importance of precise reading in increasing overall academic success. Implications of these findings indicate that there should be a focus in emphasizing accuracy in reading to provide for success.

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