ERIC Number: ED246400
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
Nonsense Words versus Real Words in Teaching Phonics to High and Low Readers.
Fletcher, Sharon; Knafle, June D.
A study examined high and low achieving readers' performance with six phonic generalizations, using real and nonsense words. Eighteen first and second grade students were divided into higher level and lower level readers on the basis of their scores on the Iowa Tests of Basic Skills. Three real words and four nonsense words for each of the six generalizations were chosen from a pretest. Each group of subjects received separately a 20-minute daily lesson in which the experimenter indicated which words following the phonic generalizations were real and which were not. A daily test of recognition was given immediately following each lesson. At the end of six days, a three-part posttest was administered to test sight recognition and forced-choice recognition. The results indicated that teaching lower reading level students using nonsense words was effective, contrary to the beliefs and practices of many elementary school teachers. The higher level readers were able to recognize significantly more words than lower level readers. Lower level readers recognized more nonsense words than real words, while the higher level readers were more successful with real words than with nonsense words. On the forced-choice recognition segment, all subjects did better with nonsense than with real words. (HTH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A