A comparison of the effects of text-based instruction versus standards-based instruction in the early years

Abstract

The purpose of the study was to evaluate the effectiveness of a text-based (TB) English structured language development programme and a teacher-designed standards-based (SB) English instructional model. The sample of this study comprised of 500 Samoan children, in Kindergarten (K) and Grade 1 (G1), on the island of American Samoa attending eight different schools. All the children enter school with no English competence. Six schools implemented the TB Language for Learning scripted programme and the Read Well. Two schools implemented the SB instructional model for English language development (SB), and only one of these schools implemented the SB instruction in reading. The results of this study support the efficacy of TB structured language programme as compared to the teacher-designed SB instructional model in all language and reading skills assessed.