Xerox University Microfilms , 300 North Zeeb Road Ann Arbor
Total Page：16
File Type：pdf, Size：1020Kb
INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfilms , 300 North Zeeb Road Ann Arbor. Michigan 46106 NICHOLS, Gilbert William .1930- A GRAPHB1IC AND PHDNBHC ANALYSIS OF PRIMARY LEVEL WORDS. The Ohio State University, Ph.D., 1973 Education, theory and practice University Microfilms, A XEROX Company, Ann Arbor, Michigan © Copyright by Gilbert William Nichols 1973 A GRAPHEMIC AND PHONEMIC ANALYSIS OF PRIMARY LEVEL WORDS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University * By Gilbert William Nichols, B.A., M.A. ***** The Ohio State University 1973 Approved by Advisor Early and Middle Childhood. ACKNOWLEDGEMENTS It is fortunate when one can identify and acknowledge the influences which have molded one's work and thinking. My gratitude is extended to the following for their assis tance and inspiration in my graduate work. The faculty at Ohio State University and my family have expressed confidence, provided physical and academic attributes and a tolerant climate for completion of this dissertation. A few persons have contributed so directly to the work that special mention of their influence is appropriate. Charlotte Huck and Martha King revealed the beauty of the English language in literature and every day discourse. Edgar Dale inspired thinking by asking meaningful questions, by restructuring and manipulating ideas which appeared to be answers to generate still deeper thinking. Jim Kerber taught me to be specific in everything I thought or stated. Robert Emans caused me to question the obvious, to refine, reexamine and remain dubious about apparent linguistic insights. Joan Nichols worked beside me as a research assistant, typist and morale officer during the entire project. Without these people, this work never would have been created; with them, however, it was difficult not to succeed. .. Gil Nichols VITA June 11, 1930 Born - Granby, Missouri 1952 • • • • B.A. in Education and English, Drury College, Springfield, Missouri 1952-1957. Private Industry 1957-1961. Elementary Teacher, Kansas City, Missouri Area Schools 1961 . M.A., University of Missouri at Kansas City, Missouri 1961 • . • N.D.E.A. Institute in Physics and Chemistry, Pennsylvania State University, College Park, Pennsylvania 1961-1964. Instructor, Wayne State College, Wayne, Nebraska 1964-1971. Associate Professor, Iowa Wesleyan College, Mt. Pleasant, Iowa 1969 . E.D.P.A. Institute in Mathematics, University of Arkansas, Fayetteville, Arkansas 1969-1971, Reading Fellowship Program, Teaching Assistant, Ohio State University, Columbus, Ohio 1971- Associate Professor of Education, Fort Hays Kansas State College, Hays, Kansas PUBLICATIONS "Outdoor Education". Conference Proceedings, Nebraska Academy of Science, Lincoln, Nebraska, 1962. "Innovations In Teaching - Hardware and Software". Faculty Lecture Series. Iowa Wesleyan College, Mt. Pleasant, Iowa, 1965. FIELDS OF STUDY Undergraduate Major Areas: Education and English Graduate Major Areas: Elementary Education 4 Developmental Reading Related Areas of Emphasis Language Arts Children's Literature TABLE OF CONTENTS Page ACKNOWLEDGMENTS...................................... ii VITA ................................................... iii LIST OF TABLES ..................................... vi Chapter I. STRATEGIES FOR SIMPLIFICATION OF WORD RECOGNITION INSTRUCTION.................. 1 Purpose of the Study Exploration and Synthesis of Word Recognition Research The Spelling Pattern Analysis Technique The Degree of Difficulty Analysis Definitions Significance of the Study II. WORD RECOGNITION GENERALIZATIONS IN LEARNING TO READ ......................... 22 Word Recognition Generalizations Word Studies Done With Children The Study of Words and Learning to Read Summary III. DESIGN AND METHODOLOGY .................. 93 Selection of the Corpus of Words Selection of the Dictionary Procedure of Analysis Spelling Pattern Analysis Degrees of Difficulty Summary IV. STATISTICAL ANALYSIS AND FINDINGS. 108 Spelling Pattern Analysis Description of Syllables Analysis of the Phonemic Characteris tics of the Corpus of Words Comparison of the Graphemic and Phonemic Respellings Summary of Spelling Pattern Analysis Word Recognition Scale of Difficulty Summary V. SUMMARY AND DISCUSSION 151 Review of Word Recognition Literature Analysis of Spelling Patterns Discussion Word Recognition Scale of Difficulty Implications for Practice in Research Limitations Needed Research Indicated by the Present Study Conclusion APPENDIX.............................................. 206 BIBLIOGRAPHY......................................... 424 * LIST OF TABLES Basic Word and Syllable Counts................ 2 Table of Spelling Pattern Classifications . 3 Graphemically Spelled Words by Number of Syllables With Spelling Patterns ............ 4 Distribution of Graphemically Spelled Sylla bles by Spelling Patterns. All Possible Cases Classified As R-Controlled , ......... 5 Distribution of Graphemically Spelled Sylla bles by Spelling Patterns. All Possible R-Controlled Cases Reclassified ............. 6 Rank Order of Spelling Patterns by Number of Orthographic Syllable Cases, Including Z e r o ............................................ 7 Phonemically Respelled Words by Number of Syllables With Spelling Patterns............. 8 Distribution of Phonemically Respelled Sylla bles by Spelling Patterns, All Possible Cases Classified As R-Controlled............. 9 Distribution of Phonemic Respelling of Sylla bles by Spelling Patterns. All R-Controlled Cases Reclassified, If Possible ............. 10 Rank Order of Spelling Patterns by Number of Phonemic Syllable Cases, Including Zero. All Possible Cases Counted As R-Controlled. 11 Distribution of Spelling Pattern Syllables Reclassified Into Phonemic Respelling Patterns 12 Spelling Patterns Which Exceed 75% Grapheme- Phoneme Correspondence......................... 13 Word Recognition Scale of Difficulty......... vi Table Page 14 Distribution of Words by Word Recognition Scale of Difficulty Classifications. 236 15 Distribution of the 132 Most Frequently Used American-English Words by Word Recognition Scale of Difficulty Classifi cation......................................... 237 16 Identification of Spelling Patterns and Word Recognition Scale of Difficulty Rankings for Dale List of 3000 Common W o r d s ......................................... 238 17 Dictionaries Used In Related Word Recognition Studies ......................... 423 vii CHAPTER I STRATEGIES FOR SIMPLIFICATION OF WORD RECOGNITION INSTRUCTION The reading process is a composite of word analysis skills, comprehension skills, and reaction skills which range from the simplest to the most complex cognitive, affective and psychomotor functions. It is the intertwin ing of these facets of the reading process that makes teaching a child to read, such a difficult task. Attempts at simplification of any complex process, like reading, are confronted with problems of explaining activities which involve the total organism. In the present study, a narrow strand of this complex of skills was isolated to facilitate an in“depth study of the decoding features of a selected corpus of primary level words. The present study was an exploration of word structure features related to phonic instruction and word recognition generalizations to determine if a simpler, more organized approach to the teaching of word recognition could be designed by maximizing use of the grapheme-phoneme charac teristics of tnese words. 1 2 The grapheme-phoneme correspondence procedures of the present study were influenced by a number