Date of Award

Fall 12-1-2002

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Communication Disorders and Counseling, School, and Educational Psychology

First Advisor

Christy Coleman

Abstract

This study was conducted to determine whether students taught using the McGraw-Hill Reading program (non-supplemental group) and students taught using McGraw-Hill Reading supplemented with Saxon Phonics (supplemental group) demonstrated performance differences as measured by classroom-administered reading and spelling tests from the McGraw-Hill Reading Series. Overall, the results of this study revealed a limited number of differences between the supplemental and non-supplemental group. The supplemental group performed significantly better than the non-supplemental group on Unit 6 decoding. Higher-level readers in the supplemental group performed significantly better than higher-level readers in the non-supplemental group on Unit 4 spelling. The supplemental group performed significantly better on Unit 5 decoding than they did on four other units, the nonsupplemental group performed significantly better on Unit 5 decoding than they did on two other units. The non-supplemental group performed significantly better than the supplemental group on Unit 1 comprehension. A visual portrayal of mean test scores showed slightly upward trends for all lower-level readers, the supplemental group, and lower-level readers in the supplemental group for decoding and comprehension. All groups showed an upward trend for spelling. All other trends remained unchanged or showed a slight decrease across time. However, the statistical significance of the trend analysis has not been established. Further research would be necessary to make specific conclusions about the overall effectiveness of supplementing a basal reading program with phonics instruction based on incremental development and continuous distributed review.

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