ERIC Number: ED057989
Record Type: RIE
Publication Date: 1971-Jul-15
Reference Count: 0
The Effects of Serial Pattern Discrimination and Mixed Word Identification Training on Sight Word Acquisition and Retention.
Koehler, John, Jr.
Factors were investigated under acquisition and retention conditions which might be expected to counteract interference brought on by mixing sight and phonics methods. Experiment 1 dealt with training kindergarten children to attend to and encode letter pattern cues and the word's contextual cues. Subjects were trained individually in a series of four tasks: developing attention to letter cues, sight learning of letter-contrasted words, sight learning of function and content words, and sight learning of the words in sentence context. Results of Experiment 1 indicated that the systematic letter pattern training did not improve sight word learning and that the sentence context may not be a very effective vehicle for learning sight words. In Experiment 2, kindergarten children practiced sight words and phonics-based words in either list or sentence formats prior to testing and practice on a retention-transfer task. The factors investigated in Experiment 2 were found to be largely ineffective in improving word identification during reading. Tables and references are included. (Author/AW)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Southwest Regional Educational Lab., Inglewood, CA.
Note: Paper presented at the meeting of the American Educational Research Association, New York, N.Y., Feb. 4-7, 1971