ERIC Number: ED193597
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
An Experimental Study of the Treatment Effects of Word-Analysis and Word-Supply Correction Procedures during Word-Attack.
Meyer, Linda A.
A study was conducted to compare the effects of two types of word-attack correction procedures within the context of the "Decoding B" component of the S.R.A. corrective reading program and to evaluate the effectiveness of the program with remedial students. Ten teachers and 58 students (aged 7 to 14) were randomly assigned to one of two treatment conditions. Both treatments involved having the students read lists of words that the teacher had placed on the board. The only difference in the two treatments was the correction procedure employed when a student misidentified a word. The first treatment exemplified the diagnostic-prescriptive approach to correcting reading errors. In this condition, students were guided by the teacher through several steps that eventually combined the elements into words. After this process, the teacher then directed the students to the first word on the list and the entire list was read again. The second treatment simply had the teacher tell the group the correct word and then ask them to repeat it. The procedure was followed until the students read all of the words on the list correctly. Norm referenced, criterion referenced, and process measures were used to determine the effects of the two treatments. The results indicated that neither experimental treatment was more effective than the other. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).