ERIC Number: ED047891
Record Type: RIE
Publication Date: 1971-Feb-7
A Comparison of Four Language Units in Teaching Beginning Reading.
Skailand, Dawn Beverly
The effects of four language units to teach inner-city children to read words and syllables were compared using 86 children from 4 kindergarten classes in an Oakland, California, elementary school. The language units and beginning reader approaches utilizing them were: the grapheme/phoneme (synthetic), the morpheme (similar spelling pattern), the morphophoneme/morphographeme (contrastive spelling pattern), and the whole word (sight) approach. Randomly assigned subjects were taught by the experimenter in groups of approximately six, for two 15-minute periods twice weekly. Teaching content was a list of 28 words. At the end of 10 weeks, the subjects were individually tested on their recall of the words taught and on their ability to transfer to 26 similar words. Analysis of variance results favored the two spelling pattern treatments, but found no significant differences among the transfer scores when compared by treatment. It was concluded that beginning reading instruction should employ language units providing for spelling pattern emphasis in order to positively affect recall. References, tables, and samples of materials are included. (Author/MS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Far West Lab. for Educational Research and Development, Berkeley, CA.
Note: Paper presented at the meeting of the American Educational Research Association, New York, N.Y., Feb. 4-7, 1971