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Presents the report of the Coordinating Center of the Cooperative Research Program in First‐Grade Reading Instruction. Data used in the study were compiled from the 27 individual studies comprising the Cooperative Research Program in First‐Grade Reading Instruction relevant to three basic questions: (1) To what extent are various pupil, teacher, class, school, and community characteristics related to pupil achievement in first‐grade reading and spelling? (2) Which of the many approaches to initial reading instruction produces superior reading and spelling achievement at the end of the first grade? (3) Is any program uniquely effective or ineffective for pupils with high or low readiness for reading? The instructional approaches evaluated included Basal, Basal plus Phonics, i.t.a., Linguistic, Language Experience, and Phonic/Linguistic. Identical information was gathered in each project concerning teacher, school, and community characteristics and common experimental guidelines were followed in all 27 studies. Results of the correlation analysis revealed that the ability to recognize letters of the alphabet prior to the beginning of reading instruction was the single best predictor of first‐grade reading achievement. The analysis of methodology indicated that the various nonbasal instructional programs tended to be superior to basal programs as measured by word recognition skills of pupils after 1 year of reading instruction. Differences between basal and nonbasal programs were less consistent when measures of comprehension, spelling, rate of accuracy of reading, and word study skills constituted the criterion of reading achievement. The analysis of treatments according to level of readiness for reading revealed that no method was especially effective or ineffective for pupils of high or low readiness as measured by tests of intelligence, auditory discrimination, and letter knowledge. [Note: This article was originally published in the summer 1967 issue of Reading Research Quarterly and is reprinted here in its entirety. See also this issue's reflections on the article.]
PRESENTE EL INFORME del Centro Coordinador del Programa Cooperativo de Investigación de la Enseñanza de Lectura en Primer Grado. Los datos usados en el Estudio, fueron recopilados de 27 estudios individuales que comprendía el Programa Cooperativo de Investigación de la Enseñanza de Lectura en Primer Grado, relevantes para tres presuntas básicas: (1) ¿Hasta qué punto están relacionadas las diversas características de alumnos, profesores, clases, ecuelas y comunidad con las realizaciones obtenidas en lectura y delectreo entre alumnos del primer grado? (2) ¿De los muchos enfogues utilizados en la enseñanza de lectura inicial, cuál produce mayor rendimiento en la habilidad para leer y deletrear al terminar el primer grado? (3) ¿Es algún programa singularmente eficaz o ineficaz para alumnos con un alto o bajo grado de aptitud para la lectura? Los métodos de instrucción evaluados incluyeron Básico, Básico Más Fónico, i.t.a., Linguístico, Exper...
