The Influence of Phonics on Silent Reading in Grade I

Abstract

The purpose of this investigation is to determine the influence of phonics on silent reading in Grade I when a special period is used for formal instruction and drill in phonics. Procedure in the experimental group.-For purposes of phonic instruction the experimental class was divided into two groups, Division A consisting of the twenty-two most capable pupils and Division B consisting of the fifteen less capable children. Every morning each group was allotted a special fifteen-minute period in which instruction and drill in phonics only was carried on. It is well to state that this program is unusual at the Whitney School inasmuch as formal instruction in phonics was abandoned several years ago. However, the first-grade teachers have been accustomed to imparting an incidental knowledge of the more essential elements of the subject, and the pupils have been guided into the attitude of using this knowledge as an aid in pronouncing words that they have been unable to master by the look-and-say method. In other words, the criterion of felt need has been set up and followed. Thus, while the main emphasis has been placed on the look-and-say method, the children included in this experiment were not without some knowledge of phonics and some training in using them. For instance, the pupils were familiar with the single initial consonants and vowels, which had been taught by the story method, and had also mastered a number of the more common phonograms, such as sh and ee. The teacher used part of the special period given to phonics for drilling with flash cards showing the single initial consonants and vowels. This work was continued until every child knew the sounds perfectly. The phonograms were then treated in the same manner.