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8 pages. It is felt that the method used when teaching students to read will have a direct effect on their scores when taking a standardized test. Whether taught through phonetics or whole language, the student's ability to read and comprehend the questions on the test will be based on how they were taught. The purpose of this paper is to answer the question, "does the method of instruction used in teaching reading in elementary school affect student's test scores on standardized tests?" Bibliography lists 10 sources.
Page Count:
8 pages (~225 words per page)
File: D0_JGArdsdy.rtf
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Unformatted sample text from the term paper:
taught through phonetics or whole language, the students ability to read and comprehend the questions on the test will be based on how they were taught. The purpose of
this paper is to answer the question, "does the method of instruction used in teaching reading in elementary school affect students test scores on standardized tests?" TEACHING METHODS The
purpose of this testing was to determine whether the students had a better comprehension on standardized testing if they had been taught phonics or whole language. Standardized testing was
used because it is felt that the students would be subjected to standardized tests throughout most of their school years. Also, "while many educators agree on the value of
classroom assessment, there is little research about what assessment methods teachers report using within their classrooms, what methods they trust and value, why they choose particular assessment measures" (Trepanier-Street, McNair,
et al, 2001, 234). When teaching students to read the general rule is that they are taught using either phonics or whole language. This is normally the decision of
the school itself rather than on an individual teacher-by-teacher basis. Using both dependent and independent variables it was decided that a standardized test to determine which teaching method was
most viable would be helpful in assessing the reading skills of the third-grade class. VARIABLES In considering the difference in test scores between children who have been taught to
read using phonics versus those taught with whole language, the group used were third-grade students from one suburban school district. There was one classroom teacher with a teaching assistant
who conducted this research experiment. In the group of third-grade students roughly one-half came from classes that had been taught phonics while the remainder had been taught
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