The differential effects of visual and auditory information in determining meanings of derived words at third and fifth grade levels (Abstracted)Footnote∗

This study was completed as partial fulfillment for the requirements of the Master of Science degree in the Department of Curriculum and Instruction at the State University of New York at Brockport. The author wishes to express thanks to her adivsors, Dr. F. Moroney Whited and Dr. Arthur Smith, and to Dr. Fred Halley for assistance with computer programming.

References

• Chomsky , C. S. 1970 . Reading, writing and phonology . Harvard Educational Review , 40 : 287 – 309 .
   Web of Science ®Google Scholar
• Chomsky , N. and Halle , M. 1968 . The sound pattern of English , New York : Harper & Row .
   Google Scholar
• Ehri , L. C. 1978 . “ Beginning reading from a psycholinguistic perspective: Amalgamation of word identities ” . In The recognition of words , Edited by: Murray , F. B. Newark, Delaware : International Reading Association .
   Google Scholar
• Harris , A. J. and Jacobson , M. D. 1972 . Basic elementary reading vocabularies , New York : Macmillan .
   Google Scholar
• Moskowitz , B. A. 1973 . “ On the status of vowel shift in English ” . In Cognitive development and the acquisition of language , Edited by: Moore , T. E. New York : Academic Press .
   Google Scholar
• Smith , F. 1973 . Psycholinguistics and reading , New York : Holt, Rinehart, & Winston .
   Google Scholar
• Templeton , S. 1979 . The circle game of English spelling: A reappraisal for teachers . Language Arts , 56 : 789 – 797 . (a)
   Google Scholar
• Templeton , S. 1979 . Spelling first, sound later: The relationship between orthography and higher order phonological rules in older students . Research in the Teaching of English , 13 : 255 – 264 . (b)
   Web of Science ®Google Scholar
• Venezky , R. L. 1967 . English orthography: Its graphical structure and its relation to sound . Reading Research Quarterly , 2 : 75 – 106 .
   Web of Science ®Google Scholar
• This study was completed as partial fulfillment for the requirements of the Master of Science degree in the Department of Curriculum and Instruction at the State University of New York at Brockport. The author wishes to express thanks to her adivsors, Dr. F. Moroney Whited and Dr. Arthur Smith, and to Dr. Fred Halley for assistance with computer programming.
   Google Scholar