What Teachers and Prospective Teachers Know about Phonics Generalizations

Abstract

The primary purpose was to determine the specific reading skill retention of 460 primary grade pupils over the summer recess after different incentive conditions had been applied with their classroom teachers during the academic year. Incentive treatments included a monitoring group, an informational feedback group, and a monetary incentive group. Analysis of variance showed that significant differences between treatment groups occurred in about ten percent of all instances. Analysis of variance treatment across groups revealed significant losses on seven skills and significant gains on five skills.