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ERIC Number: ED116165
Record Type: RIE
Publication Date: 1975-Dec
Reference Count: 0
Reading Comprehension and Regularized Orthography. Parts 1 and 2.
Carvell, Robert L.
The purpose of this study was to compare mature readers' comprehension of text presented in traditional orthography with their comprehension of text presented in a regularized orthography, specifically, to determine whether, when traditional orthography is regularized, any loss of meaning is attributable to the loss of the visual dissimilarity of homophones or to the loss of visual similarity in morphemes. Subjects in the study were 97 upper track, twelfth grade English students in four classes of a Waukesha, Wisconsin, high school. Two weeks after pretesting ("Gates-MacGinitie Reading Tests," Survey F, Comprehension Section), two groups of subjects received four days of instruction and practice in regularized orthography and two groups received standard instruction. In the posttest situation subjects received alternate forms of the comprehension test and a test of morphemic relationships. Two groups received test forms in traditional orthography and two in regularized orthography. Tentative conclusions were that the loss of visual dissimilarity of homophones was not a factor affecting comprehension but the loss of visual similarity in morphemes related in meaning had a negative effect on the establishment of meaning relationships between such morphemes. (Author/JM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.