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ERIC Number: ED133708
Record Type: RIE
Publication Date: 1976-Aug
Pages: 244
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effect of Selected Prereading Skills on Subsequent Reading Achievement. Technical Report No. 392.
Stallard, Cathy
The effect of mastery of three prereading skills (letter order, letter orientation, and word detail) on first-grade reading achievement was investigated in a study of 1068 students from 42 randomly selected classrooms; 687 students completed all instruments and could be included in analyses of results. Systematic instruction was given to 16 classrooms for geometric shapes/outline figures and to 11 classrooms for letter/word stimuli; the remaining classrooms served as a control group. Preceding the period of systematic skill instruction, tests of prereading skills and of reading readiness were administered. Immediately following instruction and again 18 weeks later, the test of prereading skills was readministered together with a test of reading achievement. Analyses indicated significant differences between reading achievement scores of students who began first grade with a mastery of skills and students who did not and between children who attained mastery by November and those who did not. The number of children who changed from nonmastery to mastery was significantly greater in both treatment groups than in the control group. (Author/AA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: For related document see CS 003 150