Value of the Oral Response in Beginning Reading

S ummary . The question of the effect of vocalization in reading has not received a dear answer. In the present study, the procedures of programed instruction were used in testing the hypothesis that the saying of words and sentences out loud by beginners in reading will result in greater ability to recognize and understand written words and sentences. An auto‐instructional program which taught forty words was administered to 182 non‐readers in the kindergarten during a seventeen‐day period. These children had been paired and assigned to oral and non‐oral groups where they received identical programed instruction with the exception that those in the oral group were directed to ‘say the words’ instead of to ‘look at the words.’ An examination which called for silent reading, not oral reading, was given at the end of the last lesson. The results supported the hypothesis that the oral response is valuable in learning to read

Linguistics · Mathematics education · Reading (process) · Value (mathematics) · Child Development and Digital Technology · Computer Science · Education and Technology Integration · Hearing Impairment and Communication · Psychology

• Sequence of Speaking and Listening Training in Beginning French

  Evan R Keislar, Carolyn Stern et al.•American Educational Research…•1966

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