The relationship between gains in reading level and the teaching of phonetic and structural analysis skills at the community college level

Date

1980

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Abstract

A review of the literature supported the premise that word recognition proficiency was important for good reading comprehension. This study investigated which specific word recognition skills had the highest correlation with reading comprehension and if community college reading students who were taught specific phonetic and structural analysis skills in which they were deficient would make significant gains in reading level as compared to those students who had like deficiencies but were not specifically taught those skills. Community college students in reading classes at three Gulf coast area community colleges participated in the study. The students were pretested using the Lane Diagnostic Test of Word Perception Skills and the Nelson-Denny Reading Test, Form D. Students whose scores indicated deficiencies in at least three of the five phonetic and structural analysis skills areas to which the study was limited were randomly divided into an experimental and a control group at each school. The experimental group completed 15 modularized lessons covering the phonetic and structural analysis skills in which their Lane Diagnostic Test of Word Perception Skills pretest scores indicated their greatest deficiencies. [...]

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Keywords

Reading (Higher education), Word recognition

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