A Comparison of the Oral Reading Strategies and Comprehension Patterns Developed by High, Average, and Low Ability First Grade Students Taught by Two Approaches--Phonic Emphasis and Eclectic Basal. Final Report.
Saved in:
| Title: | A Comparison of the Oral Reading Strategies and Comprehension Patterns Developed by High, Average, and Low Ability First Grade Students Taught by Two Approaches--Phonic Emphasis and Eclectic Basal. Final Report. |
|---|---|
| Authors: | Norton, Donna E., Hubert, Patty, Texas A and M Univ., College Station. Coll. of Education. |
| Peer Reviewed: | N |
| Page Count: | 93 |
| Publication Date: | 1977 |
| Document Type: | Reports - Research |
| Descriptors: | Basic Reading, Beginning Reading, Grade 1, Miscue Analysis, Oral Reading, Phonics, Primary Education, Reading Instruction, Reading Research, Teaching Methods |
| Abstract: | This study examined differences in oral reading strategies of 60 first-grade students attending school in two comparable Texas districts. One district provided beginning reading instruction through an eclectic basal approach; the second taught reading using a phonic emphasis approach. The Reading Miscue Inventory was used to analyze oral reading performance. Among the findings were that instructional programs emphasizing eclectic reading resulted in more miscues that were syntactically acceptable, that were semantically acceptable, that caused no change of meaning, and that were self-corrected, while programs emphasizing phonics produced more miscues that had high graphic or phonic proximity and that were nonwords. Phonics programs also produced students with higher word-recognition grade scores than comprehension grade scores and with higher instructional word-recognition levels; programs emphasizing an eclectic approach produced significantly higher instructional comprehension grade levels and students with higher comprehension grade scores than word-recognition grade scores. Teacher applications of miscue profiles are also discussed. (AA) |
| Journal Code: | RIEMAR1978 |
| Entry Date: | 1978 |
| Accession Number: | ED145393 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED145393 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED145393 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Comparison of the Oral Reading Strategies and Comprehension Patterns Developed by High, Average, and Low Ability First Grade Students Taught by Two Approaches--Phonic Emphasis and Eclectic Basal. Final Report. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Norton%2C+Donna+E%2E%22">Norton, Donna E.</searchLink><br /><searchLink fieldCode="AR" term="%22Hubert%2C+Patty%22">Hubert, Patty</searchLink><br /><searchLink fieldCode="AR" term="%22Texas+A+and+M+Univ%2E%2C+College+Station%2E+Coll%2E+of+Education%2E%22">Texas A and M Univ., College Station. Coll. of Education.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 93 – Name: DatePubCY Label: Publication Date Group: Date Data: 1977 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Basic+Reading%22">Basic Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Miscue+Analysis%22">Miscue Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined differences in oral reading strategies of 60 first-grade students attending school in two comparable Texas districts. One district provided beginning reading instruction through an eclectic basal approach; the second taught reading using a phonic emphasis approach. The Reading Miscue Inventory was used to analyze oral reading performance. Among the findings were that instructional programs emphasizing eclectic reading resulted in more miscues that were syntactically acceptable, that were semantically acceptable, that caused no change of meaning, and that were self-corrected, while programs emphasizing phonics produced more miscues that had high graphic or phonic proximity and that were nonwords. Phonics programs also produced students with higher word-recognition grade scores than comprehension grade scores and with higher instructional word-recognition levels; programs emphasizing an eclectic approach produced significantly higher instructional comprehension grade levels and students with higher comprehension grade scores than word-recognition grade scores. Teacher applications of miscue profiles are also discussed. (AA) – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIEMAR1978%22">RIEMAR1978</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 1978 – Name: AN Label: Accession Number Group: ID Data: ED145393 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED145393 |
| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 93 Subjects: – SubjectFull: Basic Reading Type: general – SubjectFull: Beginning Reading Type: general – SubjectFull: Grade 1 Type: general – SubjectFull: Miscue Analysis Type: general – SubjectFull: Oral Reading Type: general – SubjectFull: Phonics Type: general – SubjectFull: Primary Education Type: general – SubjectFull: Reading Instruction Type: general – SubjectFull: Reading Research Type: general – SubjectFull: Teaching Methods Type: general Titles: – TitleFull: A Comparison of the Oral Reading Strategies and Comprehension Patterns Developed by High, Average, and Low Ability First Grade Students Taught by Two Approaches--Phonic Emphasis and Eclectic Basal. Final Report. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Texas A and M Univ., College Station. Coll. of Education. – PersonEntity: Name: NameFull: Norton, Donna E. – PersonEntity: Name: NameFull: Hubert, Patty IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1977 |
| ResultId | 1 |
