An Experience with Programmed Materials

Abstract

A random sample of 150 first graders was studied to determine progress under three different reading programs. Two were based on the teaching of sound-symbol relationships, the other emphasized whole word reading first. Four criterion tests were administered. Data were analyzed through analysis of covariance, using a standardized readiness test as the adjusting variable. Results indicated differences among all three of the reading programs which were significant beyond the .O1 level. The program which used the most intensive phonics training proved to be the most effective, the other program based on sound-symbol relationships was next in effectiveness, and the one which emphasized whole word reading first was least effective.