The problem of this study was a comparison of the responses of students to three techniques of teaching literature. From this comparison, the most effective technique of teaching literature was identified. The three techniques selected for the study were silent reading, Readers Theatre, and videotape Readers Theatre. These three techniques were compared on achievement and attitude response. Effectiveness of each technique was examined by noting each grade level and the pooled-technique effectiveness scores. Also, black and white video-tape scores were examined in comparison to scores from the presentation of color video-tape. The analysis of data revealed that Readers Theatre resulted in significantly higher mean scores on attitude-scale tests than either of the other two techniques. The teaching technique of silent reading produced significantly higher mean comprehension scores than did either Readers Theatre or black and white video-tape, although Readers Theatre resulted in higher mean comprehension scores than did black and white video-tape. Silent reading produced a higher mean score than did black and white video-tape on the attitude-scale tests. Since silent reading produced significantly higher scores on comprehension of literature, it was concluded that silent reading is the most effective method for achieving comprehension. However, it was also concluded that Readers Theatre is of importance in the domain of attitude and affect. This study isolated Readers Theatre as the most effective teaching technique for attitude response toward literature.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc501271 |
| Date | 08 1900 |
| Creators | Roden, Sally Ann |
| Contributors | Curry, John F., Colson, Ted, 1928-2021, Teeter, Charles R., Tanner, Fred W. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 218 leaves, Text |
| Rights | Public, Roden, Sally Ann, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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