The main purpose of this study was to determine the effect of graphic and phonemic similarity on syntactic acceptability. Ten third graders were audio-taped reading material new to them at the end of the 1982-1983 school year. The children were given no assistance. Substitution miscues were recorded and analyzed according to The Goodman Taxonomy of Reading Miscues. Statistical analyses were carried out using the chi-square procedure and contingency coefficients were computed. The results indicate that graphic and phonemic similarity are somewhat related to syntactic acceptability but the relationship is very slight. Graphic similarity appears to be more independent of syntactic acceptability than does phonemic similarity. Qualitative reading analysis needs to be done by the classroom teacher and reading programs developed involving graphophonic, syntactic, and semantic reading strategies.
| Identifer | oai:union.ndltd.org:unf.edu/oai:digitalcommons.unf.edu:etd-1761 |
| Date | 01 January 1983 |
| Creators | Barket, Barbara D |
| Publisher | UNF Digital Commons |
| Source Sets | University of North Florida |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | UNF Theses and Dissertations |
Page generated in 0.0015 seconds