Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-8-1970

Abstract

Purpose of the study: The purpose of this study was to determine the efficiency of the use of the Initial Teaching Alphabet as a remedial reading teaching technique. Six children who failed to learn a basic sight vocabulary from their respective basal text reading programs in the first or second year of school were chosen as participants.

Procedure: In May, 1967, he pupils were tested with the Wechsler Intelligence Scale for Children to determine the intelligence quotients of each child. All of the boys received a score which placed them within the lower limits of the average rang of intelligence. The Durrell-Sullivan Reading Capacity Test--Form A was given to measure comprehension of spoken language. In every case except one, the grade equivalent and age equivalent scores were higher than the actual grade placement and chronological age of the boys. One child's scores corresponded very closely to his actual grade and age. The Dolch Basic Sight Words Test and the McKee Inventory of Phonetic Skills were administered to gain an insight into the pupils' reading skills abilities. The children's vision and hearing was checked by a school nurse, and the proper referrals were made. The pupils were given an informal personality test called the "How I Feel" test by Lampman. Generally the pupils expressed pleasant attitudes toward school and home. They seemed to be frank and open in their opinions. The children were to be tested again with the appropriate tests at the end of the instructional period and at the end of the ensuing school year. The pupils participated in 40 hours of remedial reading instruction involving i/t/a. The remedial teaching was done by the investigator during the summer of 1967 from June 3 to July 28 in the public school classroom where she regularly teaches. One hour each weekday was devoted to teaching he pupil for a total of eight weeks.

Findings: At the end of the eight-week instructional period, the pupils were tested again with the Dolch Basic Sight Words Test. The pupils had scored primer level or below on the initial Dolch test. At the end of the program, all of the boys improved their scores by at least 26 words. One child increased his sight vocabulary by 60 words. At the end of the following school year, five of the boys improved their scores by at least 80 words; one boy adding 96 words to his sight vocabulary. All boys raised their reading level. The McKee Inventory of Phonetic Skills was administered. The first testing had demonstrated the fact that the boys were lacking in phonetic skills. The second testing showed a noticeable improvement, and the third testing showed all boys within 10 points of a perfect score. At the end of the program, an author-devised edition of an informal personality test more closely aligned with the program's needs was given. The children, in general expressed favorable attitudes.

Conclusions: The study using i/t/a as a remedial teaching technique was successful in that the boys improved in their reading and that they did enjoy the colorful medium. It is doubtful that the i/t/a was responsible for the improvement in reading. In all probability any colorful medium introduced by an enthusiastic, interested teacher could produce similar results. The boy were starved for individual attention, and they gained much confidence from being the center of attention. The initial stages of i/t/a are almost identical to traditional or orthography. Since the boy did not progress to the more advanced stages, it is unlikely that i/t/a was responsible for their improvement in reading.

Document Type

Thesis

Language

English

Degree Name

Elementary Education

Level of Degree

Masters

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Miles Vernon Zintz

Second Committee Member

Dolores Gonzales

Third Committee Member

Richard D. Van Dongen

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