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Joyce E Watson Phd Thesis -7 47?0<=42-=487 81 =30 0110.=< 81 93874.< =0-.3472 87 .346/;07!< 9;82;0<< 47 ;0-/472 -7/ <9066472 5NWCE 0# @ARQNM - =HEQIQ <SBLIRRED FNP RHE /EGPEE NF 9H/ AR RHE >MITEPQIRW NF <R# -MDPEUQ &**) 1SKK LERADARA FNP RHIQ IREL IQ ATAIKABKE IM ;EQEAPCH,<R-MDPEUQ+1SKK=EVR AR+ HRRO+$$PEQEAPCH"PEONQIRNPW#QR"AMDPEUQ#AC#SJ$ 9KEAQE SQE RHIQ IDEMRIFIEP RN CIRE NP KIMJ RN RHIQ IREL+ HRRO+$$HDK#HAMDKE#MER$&%%'($'*)& =HIQ IREL IQ OPNRECRED BW NPIGIMAK CNOWPIGHR University of St. Andrews An investigation of the effects of phonics teaching on children's progress in reading and spelling by Joyce E. Watson, M.Ed. Thesis submitted to the University of St. Andrews for the Degree of Doctor of Philosophy, July 1998. DECLARATIONS (i) I, Joyce Elizabeth Watson, hereby certify that this thesis, which is approximately 75,500 words in length, has been written by me, that it is the record of work carried out by me and that it has not been submitted in any previous application for a higher degree. Signature of cand'lo,81e/ (ii) I was admitted a part-time research student in October, 1992 and as a candidate for the degree of Ph.D. in October 1992, the higher study for which this is a record was carried out in the University of St. Andrews between 1992 and 1998. ,~'~",-"-,,::,,,~ Signature of candidate '~""--;..y~~~- Date!.;?,.!;~/1 r?? -r :........ ~~. v (iii) I hereby certifyt that the candidate has fulfilled the conditions of the Resolution and Regulations appropriate for the degree of Ph.D. in the University of St. Andrews and that the candidate is qualified to submit this thesis in application for that degree . ... - .. Signature of supervisor 4." ~: .' • ,.~~., ~ • :"'~ (iv) In submitting this thesis to the University of St. Andrews I understand that I am giving permission for it to be made available for use in accordance with the regulations of the University Library for the time being in force, subject to any copyright vested in the work not being affected thereby, I also understand that the title and abstract will be published, and that a copy of the work may be made and supplied to any bona fide library or research worker. Signature of cand' CONTENTS List of Tables ..... .............................. (ii) - (v1) List of Figs ........................ '" ... '" . ... '" '" '" ... '" ... '" .... (vii)-(viii) List of Appendices... .. .......... , ................. (ix) Abstract ............................. , ... '" ... ... ... ... ... ... .. ... , ... '" ... '" ... ......... 1-2 Chapter Title Pages 1. Models of Reading Development. Why phonics? ..... '" " . 3-26 2. The Impact of Child-Centred Education on the Teaching of Reading .................. '" '" '" ........................ '" ... ... ... 27-48 3. Pedagogical Changes in the Teaching of Reading... 49-73 4. Observational study .. , . .. ... 74-114 How is analytic phoniCS teaching implemented in a Primary 1 Classroom? Study 1 Study 2 5. Observational study ................... ,. 11 5-140 Is there a relationship between phonics teaching and children's progress in reading and spelling and, if so, when is phonics teaching most effective? Study 3 6. Observational study... .. .. .. .. ... ... ... .. .. .. .. .. ... .. .. .. 141-174 Do children who are ahead in reading and spelling at the end of Primary 1 stay ahead, and does the superior performance transfer to reading comprehension? Study 4 7. Experimental study................................................. 175-216 Is sounding and blending the aspect of phonics teaching which is most beneficial and effective in providing children with a strategy for reading unfamiliar words? Study 5 8. Comparison study....................................... ............. 217-234 Comparison of the various methods of teaching phoniCS to establish the most effective way of using phonics in the teaching of reading Study 6 .. 11 9. Conclusions ....................... 235-246 Pages References ........................ 247-268 Appendices ... '" ... '" ... '" .... , ............. '" ..... 269-282 List of Tables Chapter 4 Table 1 Proportion of professional, skilled and unskilled workers in the catchment area for the study (population 38,650). (Source: 1991 10% Census Report for New Towns ... '" 80 Table 2 Nursery schools, primary and secondary schools provided by the Education AuthOrity for the study catchment area together with numbers of pupils attending ... '" ... '" ......... '" ........................ '" ... '" .... 81 Table 3 No. of pupils in each reading ability group within each Primary 1 class......................... ........................... 86 Table 4 Length and type of teaching service of Primary 1 teachers ........................... '" .................. '" ........... 87 Table 5 No. of Primary 1 teachers who hear different categories of reading groups at regular times during each week 89 Table 6 Daily time (mins.) spent on hearing reading and phonics teaching in Primary 1 classes ..................... '" ...... ... ... 90 Table 7 Classification of pedagogical moves and percentage prompts during sessions of hearing children read '" . .. 9617 Table 8 Pace and sequence of initial phonics programme in each Primary 1 class........................................................ 105 Chapter 5 Table 9 No. of pupils in each Primary 1 class .......................... 121 Table 10 Comparison of mean chronological ages, mean reading ages and mean vocabulary scores for March and June 1993 and mean spelling ages for June 1993 for (a) all 12 Primary 1 classes and (b) the total sample split by sex (standard deviations in brackets)... ...... ...... ............ ..... 124 ... 111 Table 11 Comparison of chronological and reading age differ~nces (in months) at March and June 1993 and chronological and spelling age differences (in months) at June 1993 for (a) individual classes and (b) the total sample split by sex (standard deviations in brackets) ................................. 125 Ie 12 Comparison of means and standard deviations (in brackets) with one-way ANOVA results between classes for the total Primary 1 population for vocabulary knowledge,word recognition and spelling at March and June 1993......... 126 3 Comparison of means and standard deviations (in brackets) with one-way ANOVA results between sex for the Primary 1 sample population for vocabulary knowledge, word recognition and spelling at March and June 1993 ...... '" '" ................................ , ............... 127 Percentage of whole word errors (transitional errors) consonant and vowel errors (phonetic 2 errors) and consonant only errors (phonetic 1 errors) at June 1993 together with mean reading ages, mean chronological and reading age differences at June 1993 for all classes 'nd total sample split by sex (standard deviations in -ackets) ... '" ................. , '" '" .......................... , .... 131 Tlparison of means and standard deviations (in '.kets) with one-way ANOVA results between classes 'e total Primary 1 population for type of spelling ~nd for the total sample split by sex as at '993 •••••••••••••••••• '0' '" •••••• '" •• , '0' ••• '0, •••••• "0 ••••••• 132 ')n of mean chronological ages and mean 54 es at the end of Primary 1 together with scores 'ether mean reading age is ahead of or below ')Iogical age (standard deviations in brackets; ',!,: f mean chronological ages and mean 156-158 ')r all 12 classes in Primary 2 at Noverr:,;' , and June 1994 (standard devianc~$ . ,(lition .,.................. '.ne .................... , cher with 'an scores showing whetherw lead of ~ead of or below mean chff)"Ot.ti~ cions in . November1993, Ma!rllar. r · .................... 161 's (standard devianonsr:- Ilations in hronologicalagesl" oetween classes ~Iasses in Pn'ma~ dnd 3... .. .. .. .. .. ... 160 'andarrJ dept IV Table 20 Comparison of mean scores showing whether mean reading ages are ahead of or below mean chronological ages at November 1994 and March 1995 for all 12 classes (standard deviations in brackets) .................. '" ... ....... 148 Table 21 Comparison of mean chronological ages and reading ages for total sample split by sex for Primaries 1,2 and 3 together with scores showing whether mean reading age is ahead of or below chronological age (standard deviations in brackets) ................................. '" .......... 149 Table 22 Comparison of mean chronological ages and mean spelling ages at the end of Primary 1 together with scores showing whether the mean spelling age is ahead of or below the mean chronological age(standard deviations in braCkets) ............................................................. 151 Table 23 Comparison of mean chronological ages and mean spelling ages for all 12 classes at March 1994 together with scores showing whether spelling age is ahead of or below chronological age (standard deviations in brackets). .. ... .. .. .. .. 152 Table 24 Comparison of mean chronological ages and mean spelling ages for all 12 classes at March 1995 together with scores showing whether spelling age is ahead of or below chronological age (standard deviations in brackets)... .. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .... 153 Table 25 Comparison of mean chronological ages and spelling ages for total sample split by sex for Primaries 1,2 and 3 together with scores showing whether mean spelling age is ahead of or below chronological age (standard deviations in brackets) ............. " ... ... ... ... ... ... ... ... ... ..... 154 Table 26 Percentage of (a) transitional errors (b) phonetic (2) errors and ( c) phonetic (1) errors in Primaries
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