"Word recognition automaticity" is defined as the rapid and accurate processing of whole words as units, rather than the use of word attack skills to sound words out for identification. Individual words that are recognized to a level of automaticity that includes a criterion in both accuracy and speed are referred to as part of a reader's "sight word vocabulary." / This investigation examined the effects that two different instructional techniques (context-free and repeated reading) have on increases in the sight vocabulary of children who have been identified as moderately delayed readers. Both techniques, independently, have been found to increase children's word recognition automaticity. This study compared and contrasted them in terms of effectiveness, retention, and efficiency. / All children received two weeks of repeated reading instruction and two weeks of context-free instruction. The repeated reading condition consisted of multiple oral readings of stories. The context-free condition consisted of practice on a series of multiple choice items, each composed of a vocal representation of a word and three printed words. The instructional materials in both conditions contained a common set of target words that was not part of the children's sight vocabulary at the time they were selected for the study. All instructional materials and tests were administered via computer. / The four testing conditions were (1) an immediate context-free posttest, (2) a delayed in-context posttest, (3) a delayed context-free posttest, and (4) a diagnostic progress test. / The results of a series of analyses of variance with repeated measures indicate that repeated reading instruction may be more effective than context-free instruction for increasing the number of words in the sight vocabulary of moderately delayed readers, regardless of the testing format. In addition, the results suggest that repeated reading may be more efficient than the context-free technique (increasing the number of words in sight vocabulary in less instructional time). Finally, the results suggest that the two different instructional techniques may be equally effective for maintaining increases in performance over an extended period. / Source: Dissertation Abstracts International, Volume: 48-10, Section: A, page: 2589. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76168 |
| Contributors | GREENE, ELINOR CAROL., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 142 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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