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ERIC Number: ED056843
Record Type: RIE
Publication Date: 1971-Oct
Pages: 108
Abstractor: N/A
Reference Count: 0
Teaching Phonics Analysis with Vowels and Consonants and with Consonants Only.
Christel, John P.
Phonics instruction was taught two ways to 63 predominantly black tenth graders in a Trenton, New Jersey high school to see if the approach used affected the gains made in phonics skills. One approach taught vowel and consonant sounds, while the other taught only consonant sounds. Thirty sessions of instruction over a period of 8 weeks were administered to the two groups from classes for severely retarded readers. The subjects were pretested and post-tested on phonics sections of standardized reading tests, a cloze comprehension test, and an intelligence test. There were no significant differences between the achievement of the two groups on any of the tests. All gains made were very slight and could not be attributed to the training during the study. Both groups did generally better with consonant recognition than vowel recognition. The author concluded that the teaching of phonics is not valid for retarded black high-school-age readers. Further study is suggested using other teaching approaches and less threatening tests. Tables, references, sample tests, and lists of instructional materials used are included. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Master's thesis submitted to Rutgers, the State University, New Brunswick, N.J.