ERIC Number: ED211949
Record Type: RIE
Publication Date: 1981-Dec
Reference Count: 0
The Growth of Letter-Sound Correspondence Knowledge in First Grade and Its Relation to Reading Achievement and Programs.
Juel, Connie; Roper/Schneider, Diane
Ninety-three first grade children participated in a study that examined the relationship among instructional materials, other factors such as test scores, and the growth and application of letter-sound correspondence knowledge. The study also sought to determine the importance of letter-sound correspondence knowledge in the acquisition and performance of reading skills. The subjects, who could not read upon entering first grade, were randomly placed in either a phonics-oriented series with text and instruction emphasizing primarily regular decodable patterned words, or in a series that focused on high interest stories with text and instruction split more equally between regularly and irregularly decodable patterned words. Over the course of a year, the Metropolitan Readiness Test, the Iowa Test of Basic Skills, the Basal Core Word List Test, the Bryant Test of Basic Decoding Skills and the Switch Word List Test were given, some twice, for a total of nine tests. The results suggested that while the materials may be influential in facilitating early letter-sound correspondence knowledge, sheer exposure to lots of words also allows children to induce this information. The results further suggest that first grade students who acquire such knowledge do better reading both the words in their basals and the words on which they have not received instruction. (HTH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (31st, Dallas, TX, December 2-5, 1981).