ERIC Number: ED331002
Record Type: RIE
Publication Date: 1991-May
Reference Count: N/A
Decoding Abilities of Elementary Students Receiving Rule-Based Instruction and Whole Language Instruction.
A study investigated the decoding automaticity of elementary students when receiving rule-based instruction (as a process of applying syllable and structural analysis rules and limited phonics), and when receiving holistic instruction in a whole language program (exercises in listening, reading and writing, integrated with classroom instruction when possible). Twenty children in grades one, two, four, and five were selected on the basis of their stanine reading scores on the California Achievement Test and from results indicating average intelligence on the Test of Cognitive Skills. The Sucher Allred Informal Reading Inventory was administered and a comparison of the automaticity of decoding of the two samples was conducted. Results indicated no significant differences, though the mean scores of the experimental group receiving the rule-based instruction were higher than the mean scores of the control group. (Two tables of data are included and 14 references are attached. Appendixes contain a chart of logic for decoding using structural analysis and a summary of test results.) (Author/SR)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Identifiers: California Achievement Tests; New Jersey; Sucher Allred Reading Placement Inventory
Note: M.A. Thesis, Kean College.