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The effects of three instructional approaches on student word reading performance

Schmidgall, Melissa Ann
http://rave.ohiolink.edu/etdc/view?acc_num=osu1118241351

Abstract Details

2005, Doctor of Philosophy, Ohio State University, Physical Activity and Educational Services.
The current study examined the instructional effectiveness and efficiency of three word reading interventions on student’s cumulative number of words read accurately and cumulative learning rate. Specifically, alternating treatments designs were used to compare the effects of interspersal drill and practice training (presenting one known word prior to every third unknown word for a ratio of 67% unknown to 33% known), the phonic analysis method of word boxes (presenting only unknown words), and a traditional drill and practice procedure (presenting only unknown words) on word reading mastery. This study was also intended to extend previous research findings of the positive outcomes of the three interventions by examining the acquisition, maintenance, and generalization of words that were taught under the three instructional conditions. Social validity of the three instructional methods was also assessed. Subjects selected for this study consisted of six first grade students from a suburban elementary school who were identified as deficient in word identification skills as measured by their performance on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Subjects received twenty-five minute sessions of intervention five days per week for a total of twenty sessions. Results showed positive effects for all three conditions in regards to enhancing the word reading performance of students in the study. Specifically, the results of the study indicated that the word boxes approach was most effective and the traditional drill and practice approach was most efficient in terms of increasing word reading performance. Results of the study also suggested that none of the three instructional approaches was statistically more effective in terms of student’s ability to “maintain” and “generalize” newly acquired words. Students demonstrated a preference for the word boxes approach as compared to the traditional drill and interspersing methods. Social validity results indicated that all three instructional methods are a socially valid way to assess and teach word reading skills to students identified as having word identification difficulties. Implications of these findings are discussed as they pertain to educational practitioners and researchers.
Laurice Joseph (Advisor)
179 p.
Education, Social Sciences
reading; interspersing; word boxes; traditional drill

Recommended Citations

Citations

  • Schmidgall, M. A. (2005). The effects of three instructional approaches on student word reading performance [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1118241351

    APA Style (7th edition)

  • Schmidgall, Melissa. The effects of three instructional approaches on student word reading performance. 2005. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1118241351.

    MLA Style (8th edition)

  • Schmidgall, Melissa. "The effects of three instructional approaches on student word reading performance." Doctoral dissertation, Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1118241351

    Chicago Manual of Style (17th edition)

osu1118241351
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© 2005, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.