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ERIC Number: ED011808
Record Type: RIE
Publication Date: 1966-Apr
Pages: 6
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
FIRST GRADE CHILDREN WORK WITH VARIANT WORD ENDINGS.
HANSON, IRENE W.
AN INVESTIGATION TO DETERMINE IF INSTRUCTION IN VARIANT WORD ENDINGS CAN BE GIVEN IN THE SECOND SEMESTER OF THE FIRST GRADE IS DESCRIBED. TWENTY-SIX FIRST-GRADE CLASSES (554 CHILDREN) FROM THE ST. PAUL, MINNESOTA, PUBLIC SCHOOL SYSTEM WERE USED IN THE STUDY. THE CLASSES WERE DIVIDED INTO TWO GROUPS OF 13 CLASSES EQUATED ON SOCIOECONOMIC LEVEL, READING ABILITY, MENTAL ABILITY, AGE, AND KNOWLEDGE OF THE USE OF VARIANT WORD ENDINGS. IN ADDITION TO REGULAR BASAL READING INSTRUCTION, THE EXPERIMENTAL GROUP WAS GIVEN EIGHTEEN 20-MINUTE LESSONS IN GENERALIZATIONS CONCERNING THE VARIANT ENDINGS "S,""ED,""D,""ING,""ER,""EST," AND "ER." THE CONTROL CLASSES USED THE SAME PERIODS OF TIME FOR INDEPENDENT READING. READING SKILLS WERE EVALUATED BY THE BOND-BALOW-HOYT NEW DEVELOPMENTAL READING TEST AND A SPECIALLY CONSTRUCTED VARIANT ENDING TEST. FOR ANALYSIS OF SCORES, EACH GROUP WAS DIVIDED INTO THREE MENTAL ABILITY GROUPS, FIVE READING GROUPS, AND THREE SOCIOECONOMIC LEVELS. THE F RATIO FOR ANALYSIS OF VARIANCE WAS APPLIED TO THE MEANS OF THESE GROUPS. SIGNIFICANT DIFFERENCES FAVORING THE EXPERIMENTAL GROUP'S KNOWLEDGE OF VARIANT ENDINGS ARE REPORTED. SUBGROUP SCORES ARE COMPARED AND EVALUATED. THE EDUCATIONAL IMPLICATIONS OF THE FINDINGS ARE DISCUSSED. REFERENCES ARE GIVEN. THIS ARTICLE IS PUBLISHED IN "THE READING TEACHER," VOLUME 19, APRIL 1966. (LS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Minnesota (Saint Paul); New Developmental Reading Tests