THE EFFECTS OF ORTHOGRAPHIC AND PHONOLOGIC RHYMING WORD CUES ON WORD ACQUISITION AMONG AUDILE AND VISILE READERS IN ELEMENTARY SCHOOL.

摘要

It is common clinical practice to classify students according to their preferred mode of learning. One such scheme, in which reading disorders were categorized by pattern of error on a reading and spelling task, was used in this study as a basis for an aptitude by treatment design.; The reading disabled students were classified as audile if they had analysis/synthesis skills but poor visual memory for whole words. The visile classification included students who had poor auditory memory for sounds and poor analysis/synthesis skills but who read primarily through visual memory for whole words.; The hypotheses were concerned with the different effects two types of rhyming word cues and two levels of presentation would have on word acquisition for the audile and visile groups. It was hypothesized that the audile subjects would acquire more words than the visile subjects without regard to whether the cues were orthographic or phonologic. The data did not support this hypothesis.; The next two hypotheses compared the effects of orthographic and phonologic rhyming word cues within each of the audile and visile groups. It was hypothesized that the audile group would acquire more words with orthographic than phonologic cues. The data support this hypothesis. It was hypothesized that the visile group would show no difference in word acquisition with orthographic or phonologic cues and this was also substantiated.; Finally, two hypotheses focused on the difference of effects within groups of the two presentation modes for the cues, visual and aural/visual. The audile subjects were anticipated to acquire more new words when cues were presented aural/visually rather than visually. The data verified this.; However, the visile subjects, who were expected to acquire words equally well with either visual or aural/visual cues, also acquired significantly more words with aural/visual cues. Thus, the data did not support this hypothesis. Effects of the aural/visual cues were significant for both types of readers.