Open AccessThe Effects of Different Types of Teaching Methods and Verbal Feedback on the Performance of Beginning Readers
Author(s) -
Rosemery O. Nelson
Publication year - 1974
Publication title -
journal of reading behavior
Language(s) - English
Resource type - Journals
ISSN - 0022-4111
DOI - 10.1080/10862967409547104
Subject(s) - phonics , reading (process) , psychology , developmental psychology , cognitive psychology , antecedent (behavioral psychology) , mathematics education , primary education , linguistics , philosophy
Initial reading acquisition was taught to 64 kindergarten children for 11 weeks utilizing a two × two × four factorial design. The two antecedent conditions were the Lippincott (phonics — Ph) and Scott-Foresman (sight recognition — SR) Series. The two consequent conditions were positive verbal feedback following correct reading responses (R-N) and negative verbal feedback following incorrect reading responses (N-W). Four experimenter-teachers (ET) were used. Utilizing standardized tests of reading achievement, it was found that Ph produced a reading response of letter-sound combinations, whereas SR produced recognition of a limited number of words. There were no consistent differences for the variables of teacher, IQ, or sex.