"The problem in this study was an attempt to determine whether phonics serves as an aid to the teaching of first-grade reading and to weigh and examine its possibilities in the light of the consequences in the first grade. It has been a question in the minds of authorities in reading as to how much phonics should be taken up during the first year of a child's experience in school and what steps should be taken in presenting this aid. Some related questions suggested by this study are: (1) What is the status of phonics at the present time? (2) What are the views of the leading authorities in this field? (3) Should phonics be taken up during the child's first year in school? (4) How much phonics should be taught in the first year? (5) What steps should be taken up first? (6) What are the advantages to be derived from phonics? (7) What are the disadvantages resulting from phonetic training? (8) What precautions should be taken in teaching phonics? (9) Have any experiments been made; what conclusions were drawn from them? (10) Is phonics the only desirable method of word analysis? (11) Do all children need phonics and if so, do they all need the same amount? (12) Should phonics be presented during the reading period? (13) Is reading the only subject which is aided by phonetic training?"--Introduction. / Typescript. / "July, 1945." / "Submitted to the Faculty of the Florida State College for Women in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: M. R. Hinson, Professor Directing Paper. / Includes bibliographical references (leaves 34-37).

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The purpose of this study was (1) to determine the need of phonics as a tool in word recognition; (2) to find out the opinions of outstanding educators concerning the value of phonics in primary reading; (3) to know present trends in the teaching of phonics in primary grades; and (4) to ascertain by actual experiment the results of phonetic training.

The purpose of this study was to compare the effectiveness of the two instructional strategies for six phonic word-attack skills objectives and to focus on the following specific questions: (a) When student teachers use a basal-reader-oriented strategy (Treatment I) for teaching phonic word-attack skills, what will be the effects on elementary pupil achievement of these skills? (b) When student teachers use a systematic instructional strategy (Treatment II) for teaching phonic word-attack skills, what will be the effects on elementary pupil achievement of these skills? (c) How will the effects of these strategies compare? Written criterion-referenced phonic word-attack skills pre-tests were administered to approximately 110 third and fourth grade pupils. The validity of the criterion-referenced tests was judged by a team of reading specialists from North Texas State University. The reliability coefficients of the tests ranged from .57 to .93 and all were significant at the .01 level. This report concludes that when elementary pupil achievement of phonic word-attack skills is used as the criterion for student teacher effectiveness then training in the conscientious application of systematic instructional procedures incorporating research validated learning principles is a more effective procedure than requiring student teachers to follow the recommended procedures in basal readers. It also concludes that the ability of student teachers to affect the learning of phonic word attack skills by elementary students increases with practice; however, this ability appears to increase at a greater rate for those trained in systematic instructional procedures than for those who are trained to use the basal reader.

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / toc / Speech and Hearing Sciences / Doctoral / Doctor of Philosophy

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