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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.

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Bibliographic Details
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
Description
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)