How teaching word families affects beginners' reading and spelling.
Item
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Title
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How teaching word families affects beginners' reading and spelling.
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Identifier
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AAI3187414
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identifier
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3187414
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Creator
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Scheiner, Esther Y.
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Contributor
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Adviser: Linnea Ehri
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Date
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2005
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Reading
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Abstract
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This study examined the effects of teaching words in families on beginning readers' reading and spelling. Four groups of beginning readers were randomly assigned to one of three word learning conditions or an untrained control group. The students in the word learning conditions practiced reading 16 words, comprised of four words from each rime-based word family (-ale, -uck, -ill, -ark) with initial letters b, p, m, d. Words were grouped into sets of four words for learning. The words were grouped by shared rime, or by mixed rime with the same initial letter, or by mixed rime with different initial letters. Several tasks measured participants' pretreatment and posttreatment reading and spelling skills.;Results showed that participants who were trained with mixed family word sets produced superior gains in word learning on posttests compared to students who were trained with shared rime words in pure families. Gains were slightly superior for students trained to read sets of words that contained mixed rimes but shared initial letters. Although the students trained with pure word families performed significantly better during the training, they did not secure the training words in memory in sufficient letter detail to maintain superior learning on the posttest. Students entering the study with more advanced decoding ability were able to learn more words during training. This outcome supports Ehri and Robbin's (1992) finding that in order for readers to read new words by analogy to sight words, they must have some decoding skill.;Results suggest that teaching words in families as part of early reading instruction is not as effective as presenting students with lists of words that do not share rimes. Word reading practice needs to be structured so that beginning readers are pushed to form connections between individual graphemes and phonemes. This helps them attend to and remember the words.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
