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A Study of the Relationship between Syllabication Ability and Reading Comprehension [microform] / Robert J. Marzano and Others
Bib ID 5292382
Format BookBook, MicroformMicroform, OnlineOnline
Author
Marzano, Robert J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1975 
5 p. 
Summary

The purpose of this study was to determine the strength of the relationship between syllabication ability and reading comprehension. Pre- and posttests using the syllabication and comprehension subtests of the Stanford Diagnostic Reading Tests were administered to 275 middle school children involved in corrective and developmental reading programs. The results of the study indicate that there is a slight correlation (.13) between gain in syllabication ability and gain in reading comprehension, but it is suggested that it may not be great enough to justify teaching syllabication rules in an attempt to improve reading comprehension. It is recommended that experimental studies be conducted to determine if instruction in syllabication improves word recognition ability and/or vocabulary. (LL)

Notes

ERIC Note: Unpublished study prepared at the University of Colorado at Denver.

Educational level discussed: Intermediate Grades.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Intermediate Grades.  |  Reading Comprehension.  |  Reading Instruction.  |  Reading Research.  |  Syllables.  |  Word Recognition.  |  Syllabication Ability
Form/genre Reports, Research.
Available From ERIC 
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001 5292382
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008 080220s1975    xxu ||| bt    ||| | eng d
035 |9(ericd)ED112371
037 |aED112371|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aMarzano, Robert J.
245 1 2 |aA Study of the Relationship between Syllabication Ability and Reading Comprehension|h[microform] /|cRobert J. Marzano and Others.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1975.
300 |a5 p.
500 |aERIC Note: Unpublished study prepared at the University of Colorado at Denver.|5ericd
500 |aEducational level discussed: Intermediate Grades.
520 |aThe purpose of this study was to determine the strength of the relationship between syllabication ability and reading comprehension. Pre- and posttests using the syllabication and comprehension subtests of the Stanford Diagnostic Reading Tests were administered to 275 middle school children involved in corrective and developmental reading programs. The results of the study indicate that there is a slight correlation (.13) between gain in syllabication ability and gain in reading comprehension, but it is suggested that it may not be great enough to justify teaching syllabication rules in an attempt to improve reading comprehension. It is recommended that experimental studies be conducted to determine if instruction in syllabication improves word recognition ability and/or vocabulary. (LL)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aIntermediate Grades.|2ericd
650 1 7 |aReading Comprehension.|2ericd
650 1 7 |aReading Instruction.|2ericd
650 1 7 |aReading Research.|2ericd
650 1 7 |aSyllables.|2ericd
650 1 7 |aWord Recognition.|2ericd
653 1 |aSyllabication Ability
655 7 |aReports, Research.|2ericd
856 4 1 |uhttps://eric.ed.gov/?id=ED112371
984 |aANL|cmc 2253 ED112371|d77000000125687
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