The purpose of this study was to investigate the effect of two methods of reading instruction on children's ability to write original compositions. Six hundred eighty-four first and second graders (i. t. a. and T. O. pupils) wrote two compositions which were evaluated on length, vocabulary level, content, and originality. At both the grade one and the grade two level, the essays of the i. t. a. sample were longer and at a somewhat higher vocabulary level. Further, in terms of both the Content and Communication scales, there were at both grade levels statistically significant differences in favor of the. i. t. a. group.
References
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DowningJ.The i. t. a. symposium.. London: National Foundation for Educational Research in England and Wales, 1967.
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MazurkiewiczA. J.First grade reading using modified co-basal versus the initial teaching alphabet.. Report of Cooperative Research Project No. 2676. Washington, D.C.: USOE, 1966.
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TorranceE. P.Gifted children in the classroom.. New York: Macmillan Co., 1965.
