Abstract
This was a study to compare the reading gains of students who received Slingerland instruction with others enrolled in a class based on the Sullivan reading program. There were seven learning-disabled pupils who ranged in age from 6-7 to 9-11 in each class. Ten before and after treatment measures were obtained, and seven were gathered each day of the program. Analysis of the data indicated that the youngsters in both groups made substantial gains. They also showed that pupils in the Slingerland class out performed their Sullivan-instructed mates on some measures, whereas performances of the Sullivan-taught youngsters were better for an equal number of different measures. Discussion relates to possible reasons for the improvement of both groups, to reasons which may account for the popularity of the Slingerland method, and to directions for future research on the Slingerland program.
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