ERIC Number: ED132540
Record Type: RIE
Publication Date: 1976
Pages: 141
Abstractor: N/A
ISBN: N/A
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Available Date: N/A
Effectiveness of Different Methods of Teaching Word Recognition to Tactile-Kinesthetic Modality Preferring First Graders.
Abrams, Nancy
The effectiveness of providing tactile-kinesthetic sensory input during reading instruction was investigated in a sample of 60 kinesthetic-preferring first-grade pupils. Children were randomly assigned to a method which was predominantly visual, predominantly auditory, or predominantly kinesthetic. Each child received three 20-minute, individual reading lessons, during each of which, eight sight words were taught. Results indicated that high IQ children learned more words than low IQ children and that children in the tactile-kinesthetic instructional group learned more words than did children in the auditory group. Differences between the tactile-kinesthetic group and the visual group, as well as interaction effects, were not significant. (Author/AA)
Descriptors: Beginning Reading, Diagnostic Teaching, Doctoral Dissertations, Grade 1, Kinesthetic Methods, Learning Modalities, Primary Education, Reading Instruction, Reading Research, Sight Vocabulary
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-25,756, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
Note: Ph.D. Dissertation, Fordham University
