ERIC Number: ED085693
Record Type: RIE
Publication Date: 1973
Pages: 221
Abstractor: N/A
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Whole Word Approaches to Word Element Perception in Beginning Reading.
Wood, Carl Waine
The purpose of this study was to evaluate three kindergarten programs, each emphasizing phoneme-grapheme relationships. Thirteen classes consisting of more than 300 kindergarten children from two sourthern Maine communities were involved in the study. The population was divided into three treatment groups. Group one received basic reading readiness instruction through the use of published materials. Group two received the same instruction as group one with the addition of whole-word presentation. Group three received the same instruction as groups one and two plus an opportunity to manuscript words. The subjects were pre- and post-tested on knowledge relating to capital and lower case letters, sounds of letters, sounds in words, word recognition, and ability to manuscript letters named. They were post-tested on knowledge relating to phonograms, vocabulary development, and applied phonics. A mental ability test was administered and the population was divided into three levels of intelligence. Six tests were analyzed by a three-way analysis of covariance. Three tests were analyzed by a three-way analysis of variance. (Author/RB)
Descriptors: Beginning Reading, Early Childhood Education, Kindergarten Children, Phoneme Grapheme Correspondence, Reading Instruction, Reading Programs, Reading Readiness, Reading Research, Reading Skills, Word Recognition
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 73-23,632, MFilm $4.00, Xerography $10.00)
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Note: Ed.D. Dissertation, Boston University School of Education
