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

A comparison of contingent word and phonics drilling exercises on oral reading errors was made and the effects of a work skipping contingency on reading comprehension were examined. Five learning disabled elementary school children served as subjects. Reading comprehension increased from 30 to 50% over baseline, while subjects progressed an average of two years through a reading series. Subjects responded differentially to the two drills on oral reading errors, but the combined effects of the drills produced a 50% average reduction in errors. Pre- and post-tests of reading achievement showed increases in reading grade levels ranging from .8 to 1.5 years during the 10 week, 30 session study. Results supported the efficacy of a behavioral approach to reading remediation.

The purpose of this work is to explore how to work with early reading and writing and find out what really comes first of the two. The work also involves the best known literacy learning methods and deals with methods to work around reading and writing.   I have read previous research on the subject and watched a movie from our AV-central on children’s early language development. It includes an interview with two professors of education, Mats Myrberg and Mats Ekholm where they talk about the pros and cons of early learning literacy. My research is based on literary sources and interviews with educators who work with reading and writing in the early years.  The results showed that even if a teacher tries to work with early writing skills we still remain in the traditional school, beginning with learning how to read. The school of today is characterized by individualized learning. The need for levelled education is huge and the teachers often feel the time is insufficient.