Selected Word Analysis Generalizations for a Group Approach to Corrective Reading in the Secondary School

INVESTIGATES the utility of teaching phonic and structural analysis generalizations to disabled readers in junior and senior high school by an inductive versus a deductive approach. Two two-week instructional plans were used in the teaching of these generalizations, one of which followed an inductive, and the other a deductive approach. A post-test only control group design was used, with intact classes assigned to method at random. Each of ten teachers had three classs involved, one of which was assigned to the inductive group, one to the deductive group, and one to the control group. Group means were used in all the analyses. One-way analyses of variance performed on the data from delayed, unannounced post-tests indicated that: 1] in oral reading, differences among the groups were significant at the .01 level, favoring the two groups taught these generalizations over the control; 2] in silent reading, no significant differences were found among the groups. Averages of group means on both tests favored the deductive over the inductive approach and the inductive approach over no instruction in structural generalizations.