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ERIC Number: ED003478
Record Type: RIE
Publication Date: 1965
Pages: 114
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
READING ACHIEVEMENTS IN RELATION TO GROWTH IN PERCEPTION OF WORD ELEMENTS IN THREE TYPES OF BEGINNING READING INSTRUCTION.
MURPHY, HELEN A.
THE PROBLEMS EXAMINED IN THIS STUDY WERE (1) THE RELATIONSHIP OF PERCEPTION OF WORD ELEMENTS TO SIGHT VOCABULARY GROWTH, (2) THE EFFECT OF EARLY TEACHING OF A SPEECH-BASED PHONICS PROGRAM ON READING ACHIEVEMENT, AND (3) THE VALUE OF WRITING EMPHASIS IN THE SPEECH-BASED PHONICS PROGRAM. THREE READING PROGRAMS WERE INCLUDED IN THE STUDY, EACH USED IN 10 FIRST-GRADE CLASSROOMS. ONE GROUP FOLLOWED THE "GRADUAL PHONICS APPROACH" FOUND IN THE SCOTT-FORESMAN READERS AND WORKBOOKS. A SECOND GROUP FOLLOWED THE SYSTEMATIC "SPEECH-TO-PRINT PHONICS" PROGRAM (DURRELL AND MURPHY, 1964) WITH VISUAL WORD STUDY. THE THIRD GROUP ALSO USED THE "SPEECH-TO-PRINT PHONICS" WITH AN EMPHASIS ON WRITING RESPONSES. TEST BATTERIES WERE USED TO GATHER DATA ON THE THREE GROUPS THROUGHOUT 1 SCHOOL YEAR. THE FOLLOWING CONCLUSIONS WERE MADE ON THE BASIS OF TEST DATA ANALYSIS--(1) GROWTH IN SIGHT VOCABULARY IN BEGINNING READING IS RELATED TO PERCEPTION OF WORD ELEMENTS, (2) EARLY TEACHING OF SPEECH-BASED PHONICS RESULTS IN HIGHER ACHIEVEMENT IN READING AND SPELLING, (3) EMPHASIS IN WRITING PRACTICE RESULTS IN MORE WRITING AND BETTER SPELLING IN CHILDREN'S COMPOSITIONS. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Boston Univ., MA.
Identifiers: Massachusetts (Boston); SCOTT FORESMAN NEW BASIC READERS SERIES