CALIF'ORNIA STA'l'E UNIVERSITY 1 NORTHRIDGE THE EFFECTS OF TWO METHODS OF SIGHT VOCABULARY INSTRUCTION ON RElilliNG ACHIEVENENT IN FIRST GRADE A thesis submitted in partial satisfaction of the requirements for the degree Master of Ar:ts in Education by Janice Marie Osborn August, 1974 (l • The project of Janice Marie Osborn is approved: California State University, Northridge August, 1974 ii To my loving nami!y iii ACKNOWLEDGMENTS I wish to express my deep appreciation to Dr. Fehl Shirley, committee chairman, for her intelligent counseling, expert advice, and her dedication and kindness in construc­ tive criticism in the execution of this thesis. To Dr. Vicki Sharp, I express my sincere gratitude for her htman understanding, assurance and expert statistical advice and assistance. Thanks, also, to Dr. Raymond Jung, for his thoughtfulness, time and aid in ·the completion of this study. My sincere appreciation to Dr. Grayce Ransom, founder of the Ransom Reading Program, whose multi-media and multi­ modal reading program was the stimulus for this thesis. My heartfelt thanks goes to both the reading resource teachers--Edna Read, Violet Savoie, Dorothy Benson, Cheryl Elm, Lettie Page, and to the cooperating first grade teachers--Barbara Campbell, Alene Fortune, Sarita Boyd, Ardel Calvert and Diana Grier. To Peggy McDonald, Elementary Supervisor, my apprecia­ tion for her cooperation in getting this study where it is today. For the assurance and understanding of my family and friends during the preparation and completion of this thesis, my deepest gratitude. iv TABLE OF CONTENTS Page DEDICATION • • • • . iii ACKNOWLEDGMENTS •• . •. iv LIST OF TABLES • . vii ABSTRACT • • • • • • . • • viii Chapter I. STATEMENT OF THE PROBLEM • . 1 Introduction. 1 Rationale for the Study • . 2 Statement of the Problem. 4 Limitation of the Study • . 5 Research Hypotheses • . 6 Definition of Terms . 6 Summary ••• . 9 II. REVIEW OF THE LITERATURE . 10 Introduction. .. 10 Controversial Views Concerning Sight Words. • • • • • • • • . 10 Methodologies in Teaching Sight Vocabulary • • • • • • • • • . 19 Studies on Growth in Sight Vocabulary ~ 20 Studies on the Use of the Language Master • 22 Use of Games in Reading • . 24 v Page The Combined Use of "Wordo" and the Language Master to Present Sight Vocabulary • • • • • • . 26 Summary • • • • . 27 III. RESEARCH DESIGN AND PROCEDURES • 28 Introduction. • • • . 28 Teaching Procedures Employed. 28 The Experimental Group. • . 29 The Contr9l Group • • • . 31 Design of the Investigation • • . 32 Characteristics of the Sample • . 36 Equating of Groups. 41 Summary • . 45 IV. PRESENTATION AND ANALYSIS OF DATA. 47 Introduction. 47 Treatment of the Data . 47 Presentation of the Data. 48 V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS • 53 Summary • • • • . 53 Conclusions • . 55 Recommendations • . 56 BIBLIOGRAPHY . • • • . 58 APPENDIX A WORDS USED IN THIS STUDY • • • . 64 GAMES USED BY CONTROL GROUP. 70 vi LIST OF TABLES TABLE Page 1. Comparison of Experimental and Control Groups: Ethnic Background. • • • • • • • • • • • • • • • 37 2. Comparison of Experimental and Control Groups: Aid to Families with Dependent Children. • • • • 39 3. Comparison of Experimental and Control Groups: Persons in Families Living Below Poverty IJevel • 40 4. Comparison of Experimental and Control Groups: Mean IQ Scores • • • • • • • • • • • • • • • 42 5. Comparison of Experimental and Control Groups: Mean Raw Reading Scores. • • • • • • • • • • 43 6. Comparison of Experimental and Control Groups: Pre·treatement Mean Scores on Word Recognition and Comprehension. • • • • • • • • • • • • • 44 7. Comparison of Experimental and Control Groups: Posttreatment Mean Scores of the WRAT Reading Subtest. • • • • • • • • • • • • • • • • • • 49 8. Comparison of Experimental and Control Groups: Posttreatment Vocabulary !-·lean Scores of Gates MacGinitie Primary Reading Test •••••••• ~ 50 9. Comparison of Experimental and Control Groups: Posttreatment Comprehension Mean Scores of Gates MacGinitie Reading Test. • • • • • • • • • 52 vii ABSTRACT The purpose of this study was to determine the effects of two different teaching methodologies on the sight vocab­ ulary and reading comprehension of first grade children. The subjects in the experimental group learned sight vocabulary through the use of the Bell and Howell I.anguage Master and a game, "Wordo." The instructors of the control group taught sight vocabulary directly to the children through the use of the chalkboard, chart stories, flash cards, and games. The groups were randomized and equated through pre­ testing. There were no significant t ratios attained on the pretest when the experimental and control groups were compared on the reading subtest of the Wide Range Achieve­ ment Test and both the word recognition and comprehension sections of the Gates MacGinitie Primary Reading Test. The experimental and control groups experienced their respective treatments for six months. The differences in the posttest mean scores were analyzed through the use of the t test. The criterion measures were the reading subtest of the Wide Range Achievement Test and the Gates MacGinitie Primary Reading Test. viii Q ' When the experimental group and the control group were compared on the posttest. of the reading subtest of the Wide Range Achievement Test, the experimental group significantly out performed the control group at the .05 levele The comparison of the control group and the experi­ mental group on the posttest of the word recognition section of the Gates MacGinitie Primary Reading Test revealed that the experimental group established signifi­ cant growth at the .05 level. When the experimental group and the control group were compared on the posttest of the comprehension section of the Gates MacGinitie Primary Reading Test, the experimental group gained significantly more growth at the .05 level. It would appear from the results of this study that the Language Master and "Wordo" are valuable tools in the presentation and learning of sight vocabulary for first graders. ix CHAPTER I STATEMENT OF THE PROBLEM Introduction Although the importance of children learning to read has never been questioned, it is only in recent years that teachers have been fqced with a multitude of theories, tech- niques and audiovisual aids by which the skill of reading is said to be acquired and developed. New reading schemes have appeared on the market, theories of whether reading is caught or taught have been expounded and a mass of audio- visual aids such as the Language Master, Talking Page, and the Audio Page have emerged. Schools and local education authorities are constantly faced with publicity concerning thes,e new methods for which the claims usually made are that they are the answer to all the teachers' problems. The schools and authorities, however, have to decide whether they should provide the money to purchase such equipment. If purchased, they need to decide for which children it is 0 likely to be must suitable. Schools, therefore, need to evaluate the equipment from two standpoints: first, the . primary importance of the acquisition of reading skills by all children, and second the misuse of techniques or the use of the wrong techniques may not only fail to help the 1 children but may in fact harm them. In addition, the cost of equipment is high and the scarcity of resources neces- si·tates that optimum use be made of the available resources. Ration~le for the Study In an attempt to facilitate and direct the course of learning a teacher utilizes various materials as teach- ing aids. These teaching aids provide the physical stimuli which indicate to a student that certain responses are appropriate. But for learning to take place, a student has to make the appropriate responses. The use of "Wordo" and the Language Master incorporates learning theory in accordance with Lumsdaine's (1960:518) three conditions of stimulus response nature which are conducive to learning. 1. Active participation. Through the game "Wordo" the learner is actively interacting with the curriculum materials by responding and practic­ ing with the vocabulary words. 2. Prompt feedback. After little delay the learner finds out if his response was correct thus per­ mitting immediate correction of an error. This is also an opportunity for reinforcement. 3. Individualization of instruction. The learner can move ahead at his own rate. The advantages of teaching machines stem from the effective application of the principles of reinforcement. When an organism behaves, it acts upon the environment. This changes the environment in some way. In turn, changes brought about in the environment feedback to the organism and affect its future behavior. h"hen environmental feedback strengthens the behavior which brought it about, the organism has been reinforced (Lumsdaine & Glaser, 1960:207). The importance of this immediate feedback was formu- lated years ago by Thorndike (1932) as the "law of effect." According to this law of learning, an action which leads to a satisfactory result tends to be repeated~ Also B. F. Skinner (1968) suggests that immediate reinforcement is important in the learning process and that mechanical devices fulfill the need for this immediate reinforcement. Continuing in the same line of thought, Bush and Huebner (1970:56-57) suggest that "words may be reinforced by games and tachistoscopic exercises or by other audio- visual aidso The important point is to get meaning, sight, and sound together so that the child is launched on the road to