PDF pending restoration
ERIC Number: ED201975
Record Type: RIE
Publication Date: 1981-Mar
Reference Count: 0
Comparative Difficulty of Verbs and Other Words in a Beginning Reading Vocabulary.
Bean, Rita M.; Crouse, Russell
A study was conducted to determine if verbs were learned as easily as other words by primary school children. One hundred eight kindergarten children were divided into high, medium, and low I.Q. ranges and each range group was further divided--one group for each of three testing methods at each intelligence level. A list of words including 25 random verbs was presented in three instructional methods. The phonic method consisted of individual letter-sound presentations. In the kinesthetic method, the teacher and child together traced each word using the index finger, with the child saying the word while tracing it. In the meaningful context method, a sentence or phrase containing the word was printed on the back of a card. The word was spoken by the teacher, then the sentence was read, with particular emphasis on the specific word. Each child was asked to identify the words presented at the end of instruction on the first and second day. On the third day, each child was asked to identify the words for a delayed recall score. The results of the study, unlike earlier studies, indicated that verbs were not more difficult to learn than other words. No one instructional method proved more effective than another in learning, regardless of the intelligence levels of the children. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Georgia Council of the International Reading Association (6th, Atlanta, GA, March 5-7, 1981).