Chapter I: First-Grade Reading Success Study: A Summary

Durrell, Donald D.

doi:10.1177/002205745814000301

Cited by 18 publications

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“…In every case, they have acquired alphabetic knowledge after a few hours of one-to-one instruction, but some teachers tend to view them as candidates for special education rather than children who have simply lacked opportunities to learn. Durrell (1958) stated, "A knowledge of letter names and sounds does not assure success, [but] lack of that knowledge produces 'failure.'" This is especially true when lack of knowledge is seen as lack of potential.…”

Section: Discussionmentioning

confidence: 99%

An exploratory study of three to five year olds’ responses on the Bader Reading and Language Inventory to determine developmental stages of emerging literacy

Bader

Hildebrand

1991

Early Child Development and Care

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A range of literacy, language, and symbol concepts was explored with 74three-to five-year-old children to learn whether a developmental basis to literacy could be identified. Several tasks from the Bader Reading and Language Inventory were grouped under the following categories: concepts about books and print, alphabetic knowledge, left-to-right print orientation, precursors of encoding, syntactic/semantic processing, and reading behaviors. Children were divided into four age groups for the purpose of identifying developmental preliteracy stages. Findings indicated that these 3-to 5-year-old children handled books properly and exhibited adequate oral-language facility. Generally, the emergence of observable specific preliteracy behaviors did not occur until age four. Variation in literacy, language, and symbol concepts is to be expected among 5-and 6-yearold children, dependent on their experience and rate of development.

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Section: Discussionmentioning

confidence: 99%

An exploratory study of three to five year olds’ responses on the Bader Reading and Language Inventory to determine developmental stages of emerging literacy

Bader

Hildebrand

1991

Early Child Development and Care

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“…For example, beginners who know most letter names will find it easier to learn to read a word like "table" than a word like "shoe" or "wash" or "thing" whose letters do not symbolize any sounds in their names. Teaching beginners to read phonetically sensible spellings when they first move into reading not only makes word reading easier for them but also enables them to use what they know about letters to begin making sense of the spelling system (Durrell, 1958). Richgels (1987) describes an instructional method called ERIS, experimental reading with invented spelling, for use with preschoolers and kindergartners who are prereaders.…”

Section: Discussionmentioning

confidence: 99%

“…Letter-name knowledge measured before school entry has proven repeatedly to be one of the best predictors of reading achievement at the end of first grade, better even than IQ or self-reports of parents' reading to their children (Chall, 1967;Durrell, 1958;Olson, 1958;Share, Jorm, Maclean, & Matthews, 1984). Studies of young children who learned to read at home before kindergarten usually mention that letters were mastered before the children started reading words independently (Bissex, 1980;Healy, 1982;Lass, 1982).…”

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confidence: 99%

Sight Word Reading in Prereaders: Use of Logographic vs. Alphabetic Access Routes

Scott

Ehri

1990

Journal of Reading Behavior

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In a previous study, Ehri and Wilce (1985) found that prereaders who had not mastered letters were better at forming logographic access routes than letter-sound access routes into memory to read words by sight. Of interest here was whether prereaders who knew all their letters would reveal the same pattern. Preschoolers and kindergartners who could read few if any words out of context but who knew letters were taught to read either six simplified phonetic spellings whose letters corresponded to sounds (e.g., JRF for "giraffe"), or six logographic spellings whose letters were non-phonetic but were more visually distinctive (e.g., J R F for "candy"). Word reading practice included either naming or counting letters in phonetic spellings or counting letters in visual spellings. Letter naming was expected to draw prereaders' attention to phonetic cues. Letter counting was the control. Results revealed that phonetic spellings were learned better than visual spellings regardless of whether letters were named or counted. We conclude that prereaders become capable of forming letter-sound access routes when they learn letters well enough to take advantage of the phonetic cues they provide.According to various theories, there are at least two processes that readers might use to identify written words: by phonological recoding, and by sight. Phonological recoding consists of applying general knowledge of the orthographic system to transform spellings into pronunciations with recognizable meanings (Baron, 1977; Ehri, in press-a; in press-b;Marsh, Friedman, Welch, & Desberg, 1981;Venezky, 1970). Meanings are recognized from pronunciations of words, not from print cues. Sight word reading involves accessing information that was stored in lexical memory about words when they were read previously. Although sight words 149

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“…Gavel (1958) reached the same conclusion, using a test which measured children's ability to write dictated letters, identify letter names, to learn new words. Finally, a study by Durrell (1958) indicated that first-grade children were able to match identical letter forms and that this skill was not enhanced by teaching non-word forms or picture matching.…”

Section: Evaluating Letter Discrimination Problems In the Primary Gradesmentioning

confidence: 99%

Evaluating Letter Discrimination Problems in the Primary Grades

Rystrom¹

1969

Journal of Reading Behavior

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Chapter I: First-Grade Reading Success Study: A Summary

Cited by 18 publications

References 0 publications

An exploratory study of three to five year olds’ responses on the Bader Reading and Language Inventory to determine developmental stages of emerging literacy

An exploratory study of three to five year olds’ responses on the Bader Reading and Language Inventory to determine developmental stages of emerging literacy

Sight Word Reading in Prereaders: Use of Logographic vs. Alphabetic Access Routes

Evaluating Letter Discrimination Problems in the Primary Grades

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