Word Recognition in Beginning Literacy by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 978-1-135-68006-0
Publisher: Taylor & Francis Ltd

Why There Were Differences in Patterns of Gains on Tests of Words Not Studied

Could other aspects of tests be encouraging or discouraging the children from using their strategies and taking advantage of their improved phonological skills? Our test of time-limited word recognition apparently did not allow our relatively slow decoders to use their skills to the same advantage that they showed on the untimed tests, and actually worked to their disadvantage. Yet, neither the PIAT nor the WRAT are time limited. The PA children showed a small but significant advantage over the CS students on the WRAT, but a nonsignificant advantage on the PIAT.

We compared items from the PIAT and the WRAT on ratings of word frequency, number of consonant clusters, number of syllables, and ratings of regularity that are tied to the phonics concepts we teach in our small-group sessions. The codes were as follows:

1 = Taught early and practiced much (e.g., the “bossy e” and name/sound distinctions as in hop and hope).

2 = Taught later and practiced a little (e.g., “two vowels go walking” as in rain, and “open syllable” as in holping).

3 = Predictable but not taught by us (e.g., right and -tion).

4 = Least predictable (e.g., though and move).

Results of these analyses indicate interesting differences between the tests. In the first 30 words on each test, the PIAT has words with significantly lower frequency ratings [t(1, 29) = 5.44, p < .001], with significantly more consonant clusters [t(1, 29) = 3.63, p < .001], and with less predictable vowel sounds than either of the other two tests. Thus, children may be more successful applying their strategies on the WRAT, with its tendency toward words that are higher in frequency, lower in number of clusters, and more predictable in their vowels’ pronunciations.

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