Comparisons of Beginning Literacy Programs: Alternative Paths to the Same Learning Outcome

Abstract

University-based researchers consulted with first-grade teachers in a comparison of Integrated Reading-Writing (IR-W) and DISTAR programs in comparable urban schools with students “at risk” for literacy problems. Students in the two programs made comparable relative gains in achievement outcomes in word recognition from the beginning to the end of first grade. Level of orthographic and phonological awareness at the end of the first grade, but not instructional program, predicted level of reading achievement at the end of first grade. However, differences in processes underlying end-of-year achievement outcome were observed. Children in Integrated Reading-Writing tended to acquire orthographic-phonological connections at the whole word and subword levels, whereas children in DISTAR tended to acquire only subword connections. No differences were noted in developmental level of composition between the two instructional programs at the middle or end of first grade when coded compositions were available. The results are consistent with the notion that there is more than one way to learn to read and write.