Whole words and decoding for short-term learning: comparisons on a "talking-computer" system.

B W Wise

doi:10.1016/0022-0965(92)90033-3

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Whole words and decoding for short-term learning: comparisons on a "talking-computer" system.

B W Wise

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Abstract

Low-and average-ability readers in first and second grade studied a list of 36 words using a "talking-computer" system. The system highlighted and simultaneously pronounced orthographic units in the words when the children touched the words with a light pen. During two training sessions, the computer presented four groups of 9 words each, one group as whole words, one in syllabic units, one in subsyllabic units, and one as single grapheme-phoneme units. All children learned the least words with single grapheme-phoneme units, having had the greatest difficulty blending the units into words during training. The other presentation units did not differ significantly from each other for most students on post-testing. However, the low first-grade readers learned fewer words segmented and presented by subsyllables than by syllable or word units, but only for multisyllabic words. Monosyllabic words were blended and learned as easily with onset-rime segmentation as with whole word units, for all children.

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Achievement Child Child Language Computer-Assisted Instruction Female Humans Language Tests Male Phonetics Reading Comparative Study Journal Article Research Support, U.S. Gov't, P.H.S.

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B W Wise. 1992. Whole words and decoding for short-term learning: comparisons on a "talking-computer" system.. https://doi.org/10.1016/0022-0965(92)90033-3

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