Effects of Individualized, Integrated Language Arts Instruction on the Attitudes of Poor Readers

A study explored the effects of individualized, integrated language arts instruction on the attitudes of poor readers. A total of 63 elementary students participated in the study, 33 in the treatment group and 30 in the comparison group. Twice a week for a period of 12 weeks, the treatment group received reading instruction which incorporated listening, speaking, reading, and writing activities based on their interests and trade books; the comparison group received basal reading instruction. The Student Attitude Inventory was used as the pre- and post-measure. Results of groups-by-grade-level and groups-by-gender analyses of covariance using the attitude pre-measure as the covariate indicated a significant groups-by-grade-level interaction effect for self-perceptions as learners, a significant main effect for gender on the reading subarea, and a significant main effect for gender on total attitude scores. Treatment group students in the upper grades had higher self-perceptions as learners than did students in the lower grades, while comparison group students' self-perceptions were not affected. There were no significant effects on attitudes toward the subareas of listening, speaking, and writing. Findings suggest support for individualized instruction which includes the use of trade books related to students' interests in an integrated language arts approach. (Seventy references are attached.) (Author/RS)