Three classes of fifth grade students were taught a social studies unit via three teaching methods that utilized children’s books. The three methods were (a) the silent reading of a single book, (b) a directed reading lesson, and (c) a multi-book approach. Results of analysis of variance indicated that the group taught with the directed reading lesson scored significantly higher on the achievement test than did the other two groups. Results of a four item atitude survey indicated that the students’ responses were similar on all of the items.
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