Mental maturity versus perception abilities in primary reading.

Harrington, Mary James; Durrell, Donald D.

doi:10.1037/h0041793

Cited by 23 publications

(5 citation statements)

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“…There is ample evidence that many auditory tasks (discrimination, memory, etc.) are correlated with reading readiness or first-and secondgrade reading achievement (e.g., Dykstra, 1966;Flynn & Byrne, 1970;Harrington & Durrell, 1955). Moreover, it has been argued (Zigmond, 1969) that many types of auditory deficits are highly characteristic of learning-disabled children.…”

Section: Relevant Literaturementioning

confidence: 99%

Teaching decoding with an emphasis on phoneme analysis and phoneme blending.

Williams¹

1980

Journal of Educational Psychology

243

110

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This article describes a project that integrated basic educational research, the development of an instructional program, and its evaluation in a classroom setting. The program, called The ABDs of Reading, provided explicit training in phoneme analysis and phoneme blending, letter-sound correspondences, and decoding. Recent research indicating the importance of phoneme skills in beginning reading provided a rationale for the program. The results of 2 years of program evaluation in New York City classrooms for learning-disabled children indicated that the program successfully teaches general decoding strategies. That is, instructed children were able to decode novel combinations of letters that were not presented in training. No extensive teachertraining, teacher-aides, or other unusual classroom support was required.The purpose of this article is to describe an instructional program that teaches basic decoding skills to learning-disabled children, to present the rationale for its development, and to present results of field trials designed to evaluate its effectiveness. The project was undertaken primarily to develop and evaluate curriculum materials. The work that was done addresses questions of current research interest and describes a process whereby basic educational research can be translated into usable school materials.The program was developed to serve as a supplement to whatever reading program is being used in the classroom. In the work to be reported here, it was used in remedial instruction. The program's instructional This work was supported by the Bureau of Education for the Handicapped, U.S. Office of Education.I would like to express my appreciation to the New York City Board of Education for its generous cooperation and to all the teachers, administrators, and children who participated in the study. I am especially grateful to

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Section: Relevant Literaturementioning

confidence: 99%

Teaching decoding with an emphasis on phoneme analysis and phoneme blending.

Williams¹

1980

Journal of Educational Psychology

243

110

View full text Add to dashboard Cite

show abstract

“…Durrell always stressed that although there was a strongly felt assumption that mental age played a basic role in beginning reading, there was mounting evidence that perceptual abilities, independent of mental age, were more closely allied to success in reading. In The Journal of Educational Psychology, Durrell and Harrington (1955) coauthored an article entitled "Mental Maturity Versus Perception Abilities in Primary Reading." They examined a study conducted by Harrington in which she investigated the relative influence of mental age and various perceptual factors on reading, and evaluated each factor free from the effects of the others.…”

Section: Articles: 1941-56mentioning

confidence: 99%

“…In "Some 'Musts' in Reading Research" written for National Elementary Principal, Durrell (1955) made his opening remarks a sharply focussed statement.…”

Section: Articles: 1941-56mentioning

confidence: 99%

Chapter Two: Durrell as Research Leader

2000

Journal of Education

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“…These include the mentally retarded (Schlanger & Galanowsky, 1966), the disadvantaged (Clark & Richards, 1966;Oakland, 1969;Lowry, 1970), and those with speech and reading problems (Harrington & Durrell, 1955;Wepman, 1960;Dykstra, 1966).…”

Section: Auditory Discrimination Catherine Morsinkmentioning

confidence: 99%

Activities to Develop Readiness for Auditory Discrimination

Morsink¹

1972

TEACHING Exceptional Children

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Mental maturity versus perception abilities in primary reading.

Cited by 23 publications

References 1 publication

Teaching decoding with an emphasis on phoneme analysis and phoneme blending.

Teaching decoding with an emphasis on phoneme analysis and phoneme blending.

Chapter Two: Durrell as Research Leader

Activities to Develop Readiness for Auditory Discrimination

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