A Study of the Influence of Advertising Techniques on Selection of Instructional Reading Materials by Prospective Teachers

This study examined the effect of three different modes of presentation on elementary education majors' selection and rating of materials for reading instruction. Materials were chosen to represent each of the following propaganda techniques: glittering generalities, name calling, transfer, testimonial, bandwagon, and card stacking. Students in two undergraduate reading classes were randomly assigned to three modes of presentation: group one studied six sets of materials; group two studied the brochures which advertised the materials; and group three studied only the content of the brochures, in mimeographed form. The materials were then rated on a four-point scale. No significant differences were revealed among the three modes of presentation, between the two classes, or in the interaction of modes and classes. Significant differences were apparent in the rating of the six sets of materials and in the interaction of the modes of presentation and the materials. While the interaction of classes and materials was significant, the interaction of modes of presentation, classes, and materials was not. (Author/KS)