A systematic plan for word recognition : evaluation and remediation of first grade words in reading disabled children who were certified learning disabled

The purpose of this study was to compare reading disabled children who received remedial Instruction using the usual methods and supplementary materials with reading disabled children who received systematic Instruction In vocabulary at the first grade level in the basal series. These children were at varying grade levels of one, two and three. It was also the Intent of this study to see if teaching such vocabulary by using the basal series would result In Increased speed of reading and comprehension.

The purpose of this study was twofold. First, to substantiate that words from the first grade levels were still unknown even when reading at higher levels; and second, to establish that remediation could be effective by using the basal series.

Learning disabled children with specific disabilities in reading were selected as subjects for the study. The study was conducted under a pretest-posttest experimental design in three areas of reading: word recognition, speed of reading, and comprehension. The procedures and Instruments were screened over a three month Interval prior to Initiating the study. The basal reading books at the first grade level were used both as diagnostic tools in word recognition and remediation materials for unknown words. The vocabulary at and below each level was used in developing stories to assess speed of reading and comprehension. Repetition was the basis of the remediation plan, both In Isolation and in context.

The remediation plan had three phases: (1) teaching the word In Isolation, (2) reading the word in context sentences, and (3) reading the word in context in the stories presented in the text. The findings show that results In the area of word recognition were significant at the .05 level (X² = 50.3> 5.99); speed of reading results were significant at the .01 level (X² = 17.14> 7.88); comprehension results were significant at the .05 level (X² = 18.35 > 3.84); and the overall Increase results were significant at the .05 level (X² - 36.14 > 10.6).

It was concluded that the experimental treatment group who received systematic Instruction from the basal series in first grade word recognition made significant gains as compared with the control group who received remedial Instruction through the usual methods and materials presently used for remediation purposes. The study also seemed to point toward gaps in word recognition at the first grade level for reading disabled children; gaps which were the foundation to the basal series.