The Effects of Certain Instructional Conditions and Response Modes on Initial Word Learning

Abstract

TWO HUNDRED FORTY-FOUR beginning first graders were taught two sets of six words by standardized teaching methods. Both sets were taught in 3 instructional conditions: 1) correction-correct responses were acknowledged and incorrect responses corrected 2) criterion learning-continued instruction and practice with words not learned in the allotted time and 3) regular-no correction or extended instruction. In each instructional condition, students practiced reading the words in one of two response modes: 1) selection-a multiple choice situation in which the child selected the word pronounced by the teacher and 2) production-each word was read orally by the student. Although correction increased performance on the practice trials, it did not increase the actual number of words learned or retained. Providing additional instruction and practice did not increase learning or retention. Therefore, simply increasing the amount of instructional time of one lesson will not facilitate the acquisition of sight words or reading skills of first graders who have difficulty learning to read words. Words taught by a phonic method were better retained when practice was provided in the production mode than in the selection mode. Thus, requiring students to verbalize words taught by a phonic method appears to facilitate retention.