ERIC Number: ED199652
Record Type: RIE
Publication Date: 1980-Dec
Reference Count: 0
Toward Reassessment of the Principles Underlying the Choice of Vocabulary and the Teaching of Word Analysis Skills in Reading Instructional Material.
Seeking to discover how comprehensively and systematically one significant category of semantic elements is taught in current reading instructional material, a study surveyed the teaching and use of prefixes in the teachers' guides, readers, and workbooks (grades two to six) of six major reading series. Findings indicated that many of the most frequently taught and used prefixes were not taught in all reading series, with no apparent reasons for their omission. The data also revealed that sufficient opportunities for systematic vocabulary development with respect to most prefixes did not exist at many grade levels in the series that were studied. The following reasons were offered to explain the data: (1) a general lack of coordination between what is suggested in the teachers' guides and what is offered in corresponding reading selections, (2) a basic misunderstanding of prefixation in the English language by textbook writers or consultants, and (3) over-reliance on the principle of frequency or literary selections in determining the vocabulary used. Based on the data and these explanations, it was suggested that researchers may need to reassess the principles underlying the choice of vocabulary and the teaching of word analysis skills in instructional reading materials. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (30th, San Diego, CA, December 3-6, 1980).