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| First Graders’ Use of Analogy in Word Reading | ||
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| Chiung-Chu
Wang Janet S. Gaffney University of Illinois at Urbana- Champaign |
This study investigated first graders’ use of analogy in word decoding. All students were given three tasks, Letter Identification, Ohio Word Test, and Dictation, from Clay’s Observation Survey (1993). They were asked to read three types of words – analogous, nonanalogous, and misanalogous – twice. The first time, children were asked to read the words and received no help from the researcher. The second time, they were shown and told clue words before reading. Students read more words correctly after exposure to analogous clue words. In addition, the Dictation task accounted for a large proportion of variance on the decoding of analogous words. This study clarified the results of previous research, specifically, the helpfulness of clue words in decoding by analogy and the abilities of first graders that may contribute to this strategy. | |
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| JLR v. 30 no. 3 1998 pp. 389–403 |
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