Date of Award:
5-1971
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Human Development and Family Studies
Department name when degree awarded
Family and Child Development
Committee Chair(s)
Caroll Lambert
Committee
Caroll Lambert
Committee
Don Carter
Committee
Malcom Allred
Committee
Jane Mecham
Abstract
The young child's ability to learn to read (defined in this study "to recognize") words was studied in an attempt to determine the influence of age.
Fourteen, three-year-old children and 16, four and one-half year old children, 14 girls and 16 boys, were instructed to read eight words. Groups of three were taught in four, ten minute sessions and were then tested one at a time for word recognition. A retention test was given two weeks later.
The hypotheses, that three-year-old children will learn to read more readily than children nearer five years old and that girls will read better than boys, were not confirmed. The four-year-old girls gained the highest scores and the four-year-olds learned an average of one more word than the three-year-olds but the differences were not significant.
It may be concluded that age and sex differences in ability to learn to read words appear to develop at a later age than three or four years. It appears, however, that learning to read words is not beyond the capabilities of three and four-year-old children.
Checksum
7d16e951a8c56108d6bb4cbe09d8c308
Recommended Citation
Armstrong, Katherine K., "The Ability of Young Children to Recognize Words" (1971). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 2255.
https://digitalcommons.usu.edu/etd/2255
Included in
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .