Comparison of Two Microcomputer‐Assisted Methods of Teaching Word Decoding and Encoding to Non‐Vocal, Non‐Writing and Learning Disabled Students

Abstract

Two microcomputer‐assisted adaptations of traditional methods of teaching word decoding and encoding are described, which may be used with students who have severe physical and communication handicaps affecting speech and hand function, language disabilities affecting word finding or sound pattern analysis, or fine motor problems affecting hand function: (1) the alphabet‐spelling method (an adaptation of look‐say) or (2) the sound‐symbol method (an adaptation of phonics). Software that regulates whether a printed word is presented as a whole unit (alphabet spelling) or letter by letter in left‐to‐right sequence (sound‐symbol) was developed and pilot‐tested in a sample of 45 able‐bodied children in a local suburban school. Results showed that beginning readers decoded words more accurately, though not faster, with computer presentation of words letter by letter. The whole word presentation method may have special advantages, however, for students who use electronic communication devices that allow them to select units of printed words larger than the single letter in order to communicate more quickly with the speaking world. Because special education students vary considerably in their abilities and disabilities, a clinical protocol is outlined for evaluating for individual cases the relative effectiveness of the alphabet‐spelling method, which emphasizes spelling patterns for whole words, and the sound‐symbol method, which emphasizes correspondence between single letters and phonemes.

* This work was supported, in part, by Wise Words, Wellesley, MA.

Notes

* This work was supported, in part, by Wise Words, Wellesley, MA.