Comparison of phonic analysis and whole word-reading on first graders' cumulative words read and cumulative reading rate: An extension in examining instructional effectiveness and efficiency.
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| Title: | Comparison of phonic analysis and whole word-reading on first graders' cumulative words read and cumulative reading rate: An extension in examining instructional effectiveness and efficiency. |
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| Authors: | Schmidgall, Melissa, Joseph, Laurice M. |
| Source: | Psychology in the Schools. Apr2007, Vol. 44 Issue 4, p319-332. 14p. 1 Chart, 7 Graphs. |
| Subjects: | Phonics, Effective teaching, Cumulative instruction, First grade (Education), Teaching methods, Word recognition ability testing |
| Abstract: | This study compared the instructional effectiveness and efficiency of three word-reading interventions on cumulative number of words read accurately and cumulative learning rate. Participants were six first graders who needed intensive intervention services. Alternating treatment designs were used to compare the effects of interspersal drill, a phonic analysis method consisting of word boxes (WB), and traditional drill and practice procedure on word-reading performance. The current study extended this line of inquiry by including a phonic analysis condition and a measure of generalization. Results revealed that four students' cumulative word-reading performances were greater under the phonic analysis condition. However, all students' cumulative rate of reading words was greater under the traditional drill and practice condition. As a group, there were no significant differences across conditions on maintaining and generalizing words. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 319–332, 2007. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 24460825 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparison of phonic analysis and whole word-reading on first graders' cumulative words read and cumulative reading rate: An extension in examining instructional effectiveness and efficiency. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Schmidgall%2C+Melissa%22">Schmidgall, Melissa</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph%2C+Laurice+M%2E%22">Joseph, Laurice M.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Apr2007, Vol. 44 Issue 4, p319-332. 14p. 1 Chart, 7 Graphs. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Cumulative+instruction%22">Cumulative instruction</searchLink><br /><searchLink fieldCode="DE" term="%22First+grade+%28Education%29%22">First grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition+ability+testing%22">Word recognition ability testing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study compared the instructional effectiveness and efficiency of three word-reading interventions on cumulative number of words read accurately and cumulative learning rate. Participants were six first graders who needed intensive intervention services. Alternating treatment designs were used to compare the effects of interspersal drill, a phonic analysis method consisting of word boxes (WB), and traditional drill and practice procedure on word-reading performance. The current study extended this line of inquiry by including a phonic analysis condition and a measure of generalization. Results revealed that four students' cumulative word-reading performances were greater under the phonic analysis condition. However, all students' cumulative rate of reading words was greater under the traditional drill and practice condition. As a group, there were no significant differences across conditions on maintaining and generalizing words. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 319–332, 2007. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=24460825 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/pits.20227 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 319 Subjects: – SubjectFull: Phonics Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Cumulative instruction Type: general – SubjectFull: First grade (Education) Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Word recognition ability testing Type: general Titles: – TitleFull: Comparison of phonic analysis and whole word-reading on first graders' cumulative words read and cumulative reading rate: An extension in examining instructional effectiveness and efficiency. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Schmidgall, Melissa – PersonEntity: Name: NameFull: Joseph, Laurice M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2007 Type: published Y: 2007 Identifiers: – Type: issn-print Value: 00333085 Numbering: – Type: volume Value: 44 – Type: issue Value: 4 Titles: – TitleFull: Psychology in the Schools Type: main |
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