ERIC Number: ED136191
Record Type: RIE
Publication Date: 1976
Pages: 205
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
A Comparison of the Oral Reading Errors of High and Low Ability First and Third Graders Taught by Two Approaches--Synthetic Phonic and Analytic-Eclectic.
Norton, Donna Elithe
Forty first-grade and third-grade students participated in an investigation of differences between oral reading strategies of students taught with a phonics emphasis and those of students taught with an analytic-eclectic program. Results from analysis of a reading miscue inventory used with each student indicated that miscue patterns are directly related to reading approaches. The analytic-eclectic approach developed syntactic reading strategies and self-correction strategies and produced readers who relied heavily on the semantic acceptability of the passage. A synthetic-phonic approach developed graphic, phonic, and syntactic reading strategies, with small numbers of self-corrections. Specific types of errors were described for both age groups, and differences between errors of high and low ability readers were investigated. (Author/AA)
Descriptors: Context Clues, Doctoral Dissertations, Informal Reading Inventories, Miscue Analysis, Oral Reading, Phonics, Primary Education, Reading Instruction, Reading Research, Reading Skills
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-20,681, 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
Note: Ph.D. Dissertation, The University of Wisconsin-Madison
