ERIC Number: ED023057
Record Type: Non-Journal
Publication Date: 1966-Sep
Reference Count: N/A
An Evaluation of Words in Color or Morphologico-Algebraic Approach to Teaching Reading to Functionally Illiterate Adults.
Hinds, Lillian R.
Seventy Cleveland, Ohio, inner city adult illiterates, 33 from an experimental group and 37 from a contrast group, were studied to determine the efficiency and effectiveness of Words in Color or the Morphologico-Algebraic approach to teaching reading. Results indicated that the reading achievement gain of functionally illiterate adults taught by the Words in Color or the Morphologico-Algebraic method is superior to that achieved by a traditional method. The gain of the experimental group, as evaluated by the California Reading Test could not, moreover, be explained by the following variables which might have affected learning: intelligence, visual perception, auditory discrimination, or teacher superiority. Interviews and projective tests were given to the highest and lowest gainers from each treatment group, and the effects of socioeconomic background characteristics were assessed. Verbal and projective tests successfully differentiated between high and low gainers, but projective drawings disclosed that the contrast group students were better adjusted socially than the others. Members of the experimental group improved significantly in auditory discrimination and visual perception. Students appeared to read orally on the Durrell Analysis of Reading Difficulty test at a higher grade level than they scored on the California Reading Test. (USRDR/ly)
Descriptors: Adult Literacy, Auditory Discrimination, Doctoral Dissertations, Evaluation, Illiteracy, Instructional Materials, Intelligence, Literacy Education, Psychological Characteristics, Reading Achievement, Reading Instruction, Socioeconomic Background, Teaching Methods, Tests, Visual Perception
University Microfilms, 300 Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 67-4609, MF $3.00, Xerography $10.60).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Western Reserve Univ., Cleveland, OH.