ERIC Number: ED099812
Record Type: RIE
Publication Date: 1974-Oct
An Experimental Program for Teaching High Speed Word Recognition and Comprehension Skills. Final Report.
Dahl, Patricia J. Rawerts
This study was concerned with the development of a program for teaching high speed word recognition through training in more sophisticated decoding strategies. The method reported focused on training the student to use minimal visual information while making maximum use of contextual cues in word recognition. The emphasis was on directing attention away from decoding toward extracting meaning from the passage. The 32 poorest readers in the regular second grade reading program in a middle class suburban elementary school were selected as subjects. A 2x2x2 factorial design was used with the subjects who were randomly assigned to one of eight groups. The first experimental factor consisted of the use of hypothesis test training in which the subjects are trained to use context as an aid in high speed decoding. The second experimental factor consisted of repeated reading training which gave the subject practice in using reading as a wholistic process. The third factor consisted of isolated word recognition in which the subject was given extensive practice in recognizing words flashed with a projector. It was concluded that hypothesis test training and repeated reading training led to improvement in reading skill and perhaps a combination of the two is efficacious, but that isolated word training is not effective. (WR)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Office of Research.
Authoring Institution: Bloomington Public Schools, MN.