M.Ed. (Media Studies) / Please refer to full text to view abstract

The problem of this investigation was two fold: first, to obtain information on available auditory and visual aids adaptable to teaching reading on the low-first-grade level; and second, to determine the progress in general reading efficiency of three groups of beginning readers who were taught by three different methods.

The present study is an attempt to obtain, from two groups of students, useful facts with which to evaluate the most effective method of presenting educational materials to junior-high-school students. The study is an attempt to measure and evaluate the achievement made in social studies, reading comprehension, and vocabulary in 1949 and 1950. The following questions form the basis for the present study: What method is best for the purpose of presenting materials to a class? Which method helps to solve the problem of the student most effectively? By which method is greater achievement made? If the two methods prove of equal value, then how much achievement may be attributed to the use of each method?