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ERIC Number: ED071045
Record Type: Non-Journal
Publication Date: 1972-Aug
Pages: 178
Abstractor: N/A
Reference Count: N/A
An Investigation of the Higher Order Grapheme-Phoneme Correspondences That Occur in English and the Means of Teaching Them Efficiently. Final Report.
Caldwell, Edward C.
The research reported here consists of three projects: Project I confirmed the hypothesis that as rules become more complex, direct rule learning becomes less efficient, compared to teaching by examples. Based on three experiments, Experiment 1 compared the inductive and deductive teaching of simple one-to-one correspondence rules; Experiment 2, the inductive and deductive teaching of rules that are more complex; and Experiment 3, rules that define the responses to some symbols in terms of symbol-pairs (e.g., the "o" in "hope" and "hops"). Project II consisted of a computer count of the frequency of vowel and/or consonant strings up to seven letters in length, using the corpus of words in "Computational Analysis of Present-Day American English." In essence, Project I was concerned with "how" to teach and Project II with "what" to teach. Based on the results of Project I lending support to the potential value of utilizing higher order units in teaching reading, Project III analyzed the existence of higher order units in the running text of two widely used reading series--the Ginn 360 series levels 3-4 and the Lippincott series levels Preprimer--3-2. (HS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: Washington Univ., Seattle. Coll. of Education.