Effects of real-word versus pseudo-word phonics instruction on the reading and spelling achievement in first graders (Record no. 20660)

MARC details
000 -LEADER
fixed length control field 02780nam a2200217Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Mohamad, Jihan
Miscellaneous information Master
245 10 - TITLE STATEMENT
Title Effects of real-word versus pseudo-word phonics instruction on the reading and spelling achievement in first graders
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University- School of Arts and Sciences - Department of Education.
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 70 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Use of pseudo-words, such as „tam‟ and „dib‟, is a common method to test phonics acquisition, but rarely for instructional purposes. Hence, little is known about its effectiveness as a teaching tool. This study compares two methods of phonics instruction, real words (the traditional approach) versus pseudo-words, on first graders to determine the approach that will yield better reading and spelling achievements. To that end, two mixed level groups of three students each were selected. Before starting the intervention, students‟ achievement in reading and spelling both real words and pseudo-words was tested (pretests) using four subtests of the Woodcock Johnson III Tests of Achievement which are: Letter-Word Identification, Word Attack, Spelling, and Spelling of Sounds tests. Posttests were administered at the end of the intervention period. Students‟ performance was tracked throughout the study using CBM probes. The intervention consisted of a total of 20 sessions (30 minutes each) of phonics instruction based on the Recipe for Reading program. Both groups received the same intervention and followed the same lesson plan. The only difference was in the type of word lists provided for every group during the lesson. One group was exposed to real words only and the other group to pseudo-words only. Results showed that the phonics instruction based on real words was more effective in improving decoding of real words, spelling of real words, and spelling of pseudo-words. The effectiveness of the real word method was very significant especially with at-risk students. On the other hand, the pseudo-word instruction showed slight improvement with average students in reading real words and pseudo-words, and spelling pseudo-words. This study has important implications for reading instruction to both regular and at-risk students.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=994126&rs=420537&hitno=42">https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=994126&rs=420537&hitno=42</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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