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    Teaching high frequency words to poor readers using flashcards : its effects on novel word acquisition, skill trasfer to in-text word reading, and passage reading competencies : a thesis in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2016) Iqbal, Butul Samera
    Several literacy reports published in the last decade have emphasised the large gap in the reading attainment of children in New Zealand. A common barrier that prevents poor readers to catch up to their peers is difficulty in reading fluency, which is theorised to represent underlying difficulty in rapid and automatic word recognition. The ability to rapidly recognise a few common words, also known as high frequency words (HFWs), may increase the fluency of reading the majority of novel text. As such, the National Standards for literacy achievement outline the development of basic HFW vocabulary by the end of the first few years at school. However, past research that has investigated single word training has rarely used HFWs and those that have used HFWs have scarcely investigated its transfer to in-text reading. Therefore, the aims of the current research were to provide an investigation of HFW training and its influence on word reading accuracy, intext word reading, and passage reading accuracy, speed, and comprehension. Experiment 1 was a single case design carried out with one 8 year old participant and was largely used to inform the second experiment. Experiment 2 was a multiple baseline design carried out with five 8-9 year old participants using a modified training procedure. Experiment 1 utilised visual analysis and Cohen’s d effect size analysis whereas Experiment 2 also used statistical analysis, made possible through the Wampold-Worsham method of randomisation incorporated into the experimental design. The results of both experiments indicated that training facilitated word reading accuracy but the successful transfer of target words to in-text reading was only observed in Experiment 2. Post-training increases to passage reading accuracy, speed, and comprehension scores were not apparent in either experiment. The main contribution of the current research is its applicability to classroom practice. Another important contribution of the study to research practice is the rare application of the Wampold-Worsham method of randomisation.
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    An evaluation of microcomputer assisted instruction for teaching word recognition to mentally retarded adults : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Faculty of Education, Palmerston North, New Zealand
    (Massey University, 1980) Ryba, Kenneth Allan
    This study compared the utility of computer assisted instruction with more conventional interpersonal tuition for teaching word recognition skills to mentally retarded adults. A second aspect of the research was to evaluate acquisition, retention, and transfer of learning using two common methods of instruction; these were errorless discrimination (word-focus only) and paired associate learning (picture-word focus). Recognition of words was selected as the experimental task on the basis that this was a practical academic area that traditionally involves large amounts of teaching time, primarily within the realm of drill and practice procedures. The sample comprised 52 subjects who were drawn from three special education facilities in Palmerston North, New Zealand (a Special School, and two Vocational Training Centres). Subjects were screened initially on tests of visual perception and letter discrimination to ensure that they possessed requisite skills to benefit from participation in training. Pre-testing was carried out to determine whether subjects were able to recall or recognize any of the words to be taught. All subjects entering the experiment knew two or less of 16 words selected for inclusion in the training programmes. Subjects were randomly assigned to computer assisted instruction or individual tuition groups with 26 persons placed in each group. Within each group, subjects were again randomly allocated to receive errorless discrimination or paired associate modes of instruction. This 2 X 2 classification resulted in 13 subjects being placed in each subgroup. Two modules each containing eight words were used for training. Both the individual instruction and computer groups were given a total of 10 training sessions, or five sessions for each of the two modules. A modified microcomputer was interfaced with a sound-on-slide projector to provide both audio and visual instruction. Parallel teaching programmes were developed for administration by computer or individual tuition. The first programme (errorless discrimination) required subjects to select target words from a series of increasingly complex word discriminations with no picture cues provided. A second teaching method (paired associate learning) involved the pairing of pictures and words. Subjects were instructed to select target words from a list of printed items that matched referent photographs. Thirteen senior special education students (Teachers College Graduates) carried out the individual training while the experimenter supervised the computer based programmes. Progress in training was assessed by comparing pre- and post-test performance on Word Recognition (verbal labelling), Word Identification (pointing on cue), and Picture-Word Matching. Transfer of learning was evaluated using situational tests requiring that subjects match printed words with real life objects. Tests of retention were conducted four weeks after completion of training. A repeated measures design was used with counterbalancing to control for possible confounding effects of list order (Modules). The findings revealed that both computer assisted instruction and interpersonal tuition resulted in very similar learning outcomes with regard to acquisition, retention, and transfer of learning. No reliable differences were found between the two groups or modes of instruction in terms of training method. It was advanced that some common features of programmed instruction (e.g. active participation, self-pacing, over-learning, and immediate feedback) may have accounted for these equal gains in performance. In respect to the question of the potential utility of microprocessor technology in special education, this research points to the efficacy of computer assisted instruction for drill and tutorial practice. Specifically, the computer provides a highly structured learning experience that has the potential to assist retarded learners in organising input materials. Evidence from this study suggests that computer related learning environments give the adult learner considerably more control of the teaching situation, and provide consistent reinforcement that is not so readily administered through conventional forms of instruction. Finally, it was proposed that the relatively impersonal, though highly interactive, nature of the computer may avoid the triggering of perceptions of failure that can impede performance of handicapped learners. This dissertation is dedicated to my wife, Beth, whose understanding and support provided me with the encouragement to complete this work.
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    The effects of rime-based orthographic analogy training on the word recognition skills of children with reading disability : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 1998) Greaney, Keith Thomas
    Phonological processing abilities among a group of older disabled readers were investigated in the first of two experimental studies. A second study was undertaken to determine the extent to which a group of disabled older readers could be trained to use rime spelling unit knowledge to make orthographic analogies when decoding unfamiliar words. The purpose of the first study was to assess (using a reading age match design) specific phonological processing abilities among a group of disabled readers. The disabled readers' performances on the tasks were compared to the performances of a group of younger normally developing readers who were reading at the same level as the disabled readers. The rime analogy training study was designed to encourage disabled readers to capitalize on their limited but sufficient phonological knowledge to assist them to make greater use of rime spelling units as a basis for making orthographic analogies when decoding unfamiliar words. In the rime analogy training study 57 disabled readers were assigned to either one of two training groups or to a third standard non-intervention (control) group. All of the disabled readers were enrolled on Resource Teacher of Reading (RTR) programmes. Thirty-six of these RTR children received one of two specifically designed 5-minute decoding interventions on a daily basis for 11 weeks. The remaining 21 disabled readers received only their standard RTR lessons. The Neale Analysis of Reading Ability Accuracy Subtest (1981), the Peabody Picture Vocabulary Test (1981), the Burn Word Test (1981) and five tests of phonological processing ability were administered to all 114 children (i.e., 57 disabled readers and 57 younger normal readers) at the beginning of the reading age match study. The 57 disabled readers were also posttested on all the measures (except the PPVT) at the conclusion of the training study. Follow-up tests one year after the completion of the training study were also administered to 52 of the disabled readers and to a randomly selected group of 20 of the younger normally developing readers. The results from the reading age match study confirmed findings from earlier studies indicating that disabled older readers' poor reading abilities are more likely to be caused by phonological processing deficits rather than by a general developmental delay in their word processing abilities. The results from the rime analogy training study indicated that disabled readers can be trained to focus on specific rime spelling units and to use this knowledge to assist them to decode a large proportion of unfamiliar words encountered during context reading. Results from the one year follow-up study further indicated that the positive gains made during the training intervention study were maintained. The strategies taught in the training programme were also shown to generalize to uninstructed reading materials.