An Evaluation of Two Methods of Teaching Reading

Abstract

The values of phonetic training in the teaching of reading have been debated for years. Much of the controversy has centered on the questions of whether there is real value in spending time to teach phonetics and, if phonetics is taught, what phonetic elements should be taught, when they should be taught, and how they should be taught. In addition to the disagreement among educational authorities concerning the place of phonetic training in the teaching of reading, we find, among parents and teachers, increasing concern about the apparent inability of pupils to cope with the mechanics of reading. The subject has been a source of criticism in articles appearing in national magazines and in the editorial columns of many newspapers. In an effort to stem this tide of criticism, many methods and devices have been tried. Some of these appear to be sound and of considerable merit; others appear to carry the program of teaching back to methods long since discarded as educationally unsound. All should be tested in the light of sound educational practice. A reading series, the Phonetic Keys to Reading (3), was developed, in part, to meet the charge that phonetic training is neglected in the teaching of reading today. This series introduces phonetics at the very beginning of Grade I. It differs from many conventional reading series in the manner by which the ability to identify and recognize words is developed. Certain phonetic elements and principles are greatly stressed. The publishers claim that this program is based on the idea of making a pupil independent in reading, so that he will not be dependent upon the controlled vocabulary of the word-memory method commonly taught today. The beginning learner is taught the names a d sounds of certain letters, as well as the principles governing the sounds, prior to reading the selection in the reader. He is taught the names and sounds of vowels before he is taught the nam s and sounds of consonants. After a basic knowledge of phonetic analysis is acquired, other methods of word attack re taug t, namely, structural analysis, word-form clues, and word-meaning clues. Another reading series, the Basic Reading Program (2), differs from the Phonetic Keys to Reading series in that the beginning learner is taught to memorize the total word form. Reading for meaning is emphasized from the start. After the pupil has mastered 50-100 sight words, his attention is directed to other methods of word at ack to enable him to gain independence in reading. The learner is taught the names and sounds of initial consonants before he is taught the names and sounds of vowels. Among other methods of word attack used are word-meaning clues and word-form clues, as well as phonetic and structural analysis.