Date of Award

5-1984

Document Type

Thesis

Degree Name

Master of Science in Education

Department

Education

Abstract

This paper concentrates on the reduction of substitution errors through the use of a graphically similar reflective drill in the oral reading of first graders. A reflective drill is a drill designed with a timed delayed response. The delayed response is designed to train the student to discriminate between the stimuli and respond correctly rather than quickly.

After defining terms, the literature review includes studies on 1) reading errors, 2) perceptual development, and 3) impulsivity.

The research design will be experimental using the classroom situation and first grade students. Using previously established reading groups within the classroom six subgroups will be formed . In each of the three ability levels students will be randomly assigned to one of the subgroups. The subgroups will be: 1. high control group, 2. high experimental group, 3. average control group, 4. average experimental group, 5. low control group, 6. low experimental group. A graphically similar reflective drill will be administered to the experimental groups. In the graphically similar reflective drill the student will identify a series of word pairs with graphically similar language symbols in the initial word position, however, each pair will be identified after a controlled response delay period. The investigation will be aimed at changing impulsive reading behaviors through the use of a drill and reducing the percentage of substitution errors.

All students will participate in a pre-drill and post drill reading analysis in which reading errors will be recorded as they read first grade material. All students will participate in a second grade reading analysis to determine the effectiveness of the reflective drill.

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