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DIXIE DEA DENMAN SANGER, University of Nebraska - Lincoln


This study was implemented with a quasi-experimental design involving an intact treatment and control group to determine if second grade children, who had been identified as having possible reading comprehension problems and possible language deficiencies demonstrated improved performance with an integrated reading-language treatment approach taught during their reading instruction period. Additionally, standardization data were obtained on the Informal Reading-Language Test and procedures were developed to train classroom teachers to implement an integrative reading-language treatment approach. A prediction study was conducted to assess the relationship between four predictor variables and a criterion behavior.^ A total of 16 children were included in the experimental group and 19 children were in the control group to test the effectiveness of six operationally defined integrated language behaviors comprising the integrative treatment approach. The study involved two weeks of pre- and posttesting and eleven weeks of treatment. Descriptive and inferential statistics and observational data were used to evaluate and describe the research results.^ Based upon the results the following conclusions were made: (1) Effective procedures were used to train the experimental classroom teachers to implement the integrative reading-language treatment approach to help the children in the study to construct meaning from their reading lessons. (2) The Informal Reading-Language Test was a reliable and efficient measure to use with normal kindergarten children and second grade low readers. It was the best single predictor variable for results on the Test of Language Development (1977). (3) The experimental group who received the integrative reading-language treatment approach demonstrated positive trends in listening comprehension and the linguistic dimensions of morphology, semantics and syntax. The approach was representative of an active psycholinguistic teaching process and incorporated listening, remembering, and components of language development to teach reading. (4) The classroom teacher was an important variable for effectively teaching children to recall and sequence verbal material. (5) Following verbal directions was the primary integrated language behavior frequently elicited by the two control classroom teachers. (6) The integrative reading-language approach represented a technique for integrating linguistic components of semantics, morphology and syntax into the academic subject area of reading. ^

Subject Area

Education, Elementary

Recommended Citation

SANGER, DIXIE DEA DENMAN, "AN INTEGRATIVE READING-LANGUAGE APPROACH" (1981). ETD collection for University of Nebraska - Lincoln. AAI8124522.