ERIC Number: ED108164
Record Type: RIE
Publication Date: 1971-Sep
Reference Count: 0
Learning and Transfer Effects of Systematic Variations in Word-Decoding Instruction.
Okada, Masahito; Sullivan, Howard J.
This study investigated the effects of three different word-decoding instructional procedures: a single-letter (SL) approach, a letter-combination (LC) approach, and a procedure in which children receive several weeks' instruction in the SL method and then switch to the LC approach. Grade 1 pupils were assigned at random to the three treatment groups, and each group received a total of 28 days of instruction with its particular method. There were no significant differences between the three groups in achievement on the 32-item posttest measuring the ability to read words encountered during instruction and the ability to sound out and read new words, but each treatment group scored significantly higher on the posttest than did a control group receiving regular first-grade reading instruction. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.