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Mildred Agnes Dawson, Chair Walter Thomas Petty

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Mildred Agnes Dawson, Chair Walter Thomas Petty WORD RECOGNITION SKILLS AND TECHNIQUES FOR PRIMARY READING Majel Grace Bliss A. B., Seattle Pacific College, 1931 THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS AT THE SACRAMENTO STATE COLLEGE Approved: Mildred Agnes Dawson, Chair Walter Thomas Petty I -; L. ~ 1-7 Date ~ - r.- · u - ~ TABLE OF CONTENTS CHAPTER PAGE I. THE PROBLEM AND DEFINITIONS OF TERMS USED 1 Statement of the Problem 1 Deliminations of Problem 2 Hypothesis . 2 Sources of Data 4 Procedures in Collecting a nd Organization of Data 5 Terminology 7 II. REVIEW OF RELATED LITERATURE . 11 III. TECHNIQUES AND SKILLS IN WORD RECOGNITION 24 Level I or Reading Readin ess. 25 Level II or Pre-Primer 26 Level III or Primer . 28 Level IV or First Reader 32 Level V or Second Reader, Level I. 37 Level VI or Second Reader, Level II 43 Level VII or Third Reader, Level I 47 Level VIII or Third Reader, Level II 53 IV. FUN IN PHONICS, RHYMES, AND GAMES 59 Rhymes 61 Games 66 V. SUMMARY OF THE STUDY 70 BIBLIOGRAPHY . 76 CHART . 80 CHAPTER I THE PROBLEM AND DEFINITIONS OF TERMS USED In the past decade theory and practice have combined to strengthen and encourage word recognition techniques and skills in primary reading. Authorities in the field of education are more and more convinced that independent reading can be achieved largely through many and varied learning experiences that help a child to figure out unfamiliar words for himself. I. STATEMENT OF THE PROBLEM It is the purpose of this study to make a survey of analytical word recognition skills and techniques used in primary reading grades. The survey covers the following phases of word analysis: auditory perception and visual discrimination - separately and in co-ordination - phonetic and structural analysis, and the methods of using these various tech­ niques. It is hoped that this study will be of assistance to all primary teachers in the Rohla School District of Sacramento County in that it presents a program of word analysis that will be simple, useful, concise, and yet comprehensive for the use of these teachers. During thirty years of special interest in this field and much practice in private teach­ ing, this investigator is convinced that there is a great need among teachers for help in conducting lessons dealing with word analysis. 1 II. DELIMITATIONS OF PROBLEM There are scores of sources from which materials in word anal- ysis may be derived. Ina:smuch as the Rohla District uses, for the most part, the Ginn Series of readers and the Ginn Phonetic Chart (see chart), it has seemed advisable to base much of the survey on manuals accompanying the Ginn readers. For purposes of comparison and possible supplementation, the Reading for Living Series, Develop­ mental Readers, a nd Learning to Read manuals were also surveyed for each of the eight levels. The latter sources yielded relatively few additions to the notations from the Ginn manuals and teaching aids. Chapter Two in a thesis is typically a summary of related research. However, this present project consists of a survey of instructional ma­ terials and does not include any experimental research. In this report, therefore, the second chapter summarizes seven books a nd two publica­ tions that include a systematic program of word analysis and/ or a state­ ment of underlyin g principles in such instruction. There seemed to be no point in reviewing research as such for the following reasons: ( 1) this study is concerned with a survey, not an experiment; and (2) the authors of the various teacher's guides which the survey has utilized had based their word recognition program on the findings of related research. III. HYPOTHESES Ginn Company furnishes a summary chart for the word-analysis 2 techniques that are included in its complete program of reading instruc­ tion. Because a considerable amount of analysis of supplementary series of manuals has yielded few additional exercises in word analysis, it is assumed that the coverage of the Ginn Chart is sufficiently complete and that its content and organization can be used as a basis in this study. According to the Ginn program, there are five main techniques for studying word analysis: (1) listening or auditory perception; (2) seeing or visual discrimination; (3) phonetic analysisi (4) structural analysis; and (.5) methods of using word analysis. Skills that are emphasized in general through the eight levels of reading are: a. Listening to, identifying, and perceiving the location of sounds b. Recognizing likenesses and differences of objects; identifying reversals; observing configuration of objects and words; kin­ esthetic activities of drawing, cutting, or tracing c. Learning to identify and to sound the consonants and vowels in different positions and combinations d. Using structural analysis in compound and hyphenated words, plural forms, variant endings and beginnings e. Utilizing context clues; recognizing words alike except for initial or final endings; identifying words commonly confused, rhyming endings, and digraphs; recognizing little words in large ones. 3 IV. SOURCES OF DATA The main source of this survey was the Ginn Readers according to levels as follows: Level I: Fun with Tom and Betty; Games to Play Level II: Ride with Us; My Little Red Story Book; My Little Green Story Book; My Little Blue Story Book Level III: The Little White House; Under the Apple Tree Level IV: On Cherry Street; Open the Gate Level V: Down Our Way; We Are Neighbors Level VI: Around the Corneri New Friendly Village Level VII: Finding New Neighbors; New If I Were Going; New Through the Green Gate Level VIII: Friends Far and Near; Along Friendly Roads; Over Hill and Plain Other supplementary sources were manuals from the following companies: Learning to Read Series published by the Silver Burdett Company Level II: Bill and Susan L evel III: Through the Gate Level IV: Down the Road Level VI: In New Places L evel VII: From Sea to Sea Developmental Series published by the California State Department 4 of Education Level II: Three of Us; Play with Us; Fun with Us Level III: Many Surprises Level IV: Happy Times Level V: Down Our Way Level VI: Just for Fun Level VII: Stories from Everywhere Level VIII: Once Upon a Story Time Reading for Living Series published by California State Department of Education Level III: Days of Fun Level IV: Our Happy Ways Level VIII: Our Good Neighbors The suggestions for pictures that are included in Chapter III were taken from Eye and Ear Fun Books, work books related to the Ginn Series, Highlights (The Monthly Book for Children), spellers, and a few work books from other series. (See bibliography ! ~ V. PROCEDURES IN COLLECTION AND ORGANIZATION OF DATA From the Sacramento County Schools Primary Reading Record, the investigator checked readers by publishers, then inquired from teachers at each level which books were most used in the Rohla District according to the eight levels of reading. As each manual, reader, or 5 work book was surveyed, a card was made for each technique or skill and labeled as either visual, auditory, phonetic, textual, or word anal-:- ysis. The following is a sample of a card indicating an auditory skill. Note that the left corner was cut off so as t o e n able easy and swift class- LEVEL III B in b i rthday, book, big, ball, bunny, box l The Little White House Story - A Ride for Pony I I Ginn and Company San Francisco 1948 I l_ _·-- -·-·-·- - -----------·----·-··· -.. --.. -·---·-----·"·'»-·- -·--,-·J. For identification of visual discrimination cards the upper right corner was cut off: r-- -·· · -· -···· ·----~--- -- --- ·" ---~---"\ LEVEL VII "'"' Suffix: ly added to slow-slowly J ed added to climb-climbed ( ing added to bring-bringing ) er added to farm-farmer t Stories from Eve rywhere )____ _ De._yel_<?._~-~~~-!~~J-~!..i__ es Calif. State Dept. of Education 1 To identify cards for phoni cs a capital ~ was plac ed i n the cent e r of card at the top, for textual identification a capital T was used at the 6 top, and for word analysis the card was left plain. A different corner was cut off for each classification so that sorting all the cards might be facilitated. The final organization was made according to the Ginn Phonetic Chart. (See chart; .) Chapter III is an expansive and detailed discussion organized on the basis of rhymes, or whatever objectifying way a sugges- tion might be made. VI. TERMINOLOGY In the professional literature that has been reviewed and in the following chapter there are a few special terms used that are related to word recognition. (Two sources of definitions were consulted: ( 1) pro- fessional book by Bettsl and (2) Webster 1 s Collegiate Dictionary. 2) Those especially associated with word recognition in the primary grades are described as follows: 1. Phonetics or phonics (interchangeable) is a science of speech sounds and the use of special symbols to represent these sounds. It deals not only with sounds of spoken words but with the letters of our conventi onal alphabet. (Betts: 621) 1Emmett Albert Betts, Foundations of Reading Instructions, San Francisco: American Book Company, 1950. 2Noah Webster, Collegiate Dictionary, Fifth Edition, Springfield: I. E. McLaren and G. & C. Merriam Co., 1943. 7 2. A vowel is a speech sound uttered with voice or whisper and characterized by the resonance form of the vocal cavities; also, a letter representing such a sound. The vowel letters are a, e, i, o, u, and sometimes~ and y_. Often they are spoken of as the "open" sounds or free from obstruction with the tone passage open. (Webster: 1127) 3.
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