Reading Curiculum Effectiveness

(1) The Elementary Level Reading Comprehension Subscale of the Metropolitan Achievement Test;

(2) The Informal Graded Word Recognition Test (Durrell 1956) used as a quick measure of a child's approximate reading level; and

(3) The Picture Story Language Test (Myklebust, 1965, 1973) used to measure children's writing ability.

Reading comprehension scores, reading level scores, and writing ability scores will be collected and analyzed in a qualitative manner. Comparisons will be made between two groups of students: (1) Students exposed to SARP; and (2) Students not exposed to SARP. However, the comparisons will be conducted using case study methods rather than statistical methods.

While there are numerous studies investigating the efficacy of SARP for teaching children to read and write, very few studies have specifically addressed the benefits of the program for special needs children. However, of those studies which have examined SARP for special needs populations, findings appear to be generally supportive. For example, Miller and Miller (1968) used the SARP technique to teach reading to a sample of 48 retarded children. The authors reported that:

. . .the accentuated condition accompanie

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ogy." In the next section of this review, the SARP approach is discussed and empirical research. Symbol Acceleration Reading Program In order to understand the theoretical foundation of SARP, namely the Whole Language Theory, it is first necessary to understand that most schools use a phonic rather than a Whole Language approach, and that the phonics approach does not work for all students. This point has been made by Carbo (1987) who has stated that: . . ."phonics for all" is not only a wrong-headed stand, but also a dangerous one. The most recent research on reading styles is sending out a message, strong and clear: "What works" is not always phonics. (p.432) Carbo points out that children tend to have one of three reading styles: (1) children who need phonics in order to be good readers; (2) children who can learn phonics but who do not need it to be good readers; and (3) those who are unable to master phonics. It is this latter group that can best profit from the various strategies and techniques derived from the Whole Language Approach. Whole Language Theory has been discussed by A'twerger, Edelsky and Flores (1987). The authors point out that the approach is a perspective of language acquisition that is based on th
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