Title

The Relationship Between Congruent and Incongruent Instructional Methods and First-Grade Reading Vocabulary Achievement

Date of Award

1991

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Studies and Research

First Advisor

Bobby D. Anderson

Advisor Department

Educational Studies and Research

Abstract

This study investigated student achievement among first grade reading vocabulary students in a selected school district in Mississippi. The purpose of the study was to investigate the effect(s) on reading vocabulary achievement, if any, of matching the perceptual strengths of students with instructional methods that complement their strongest perceptual inclinations. A total of 104 students were included in the study out of a possible sample of 110. The instrument used to determine student learning style preferences for perception was the Perrin Learning Style Inventory: Primary Version (Perrin, 1982). Participants were requested to respond to 60 statements, each having a possibility of three responses. Fifty-two subjects were assigned to experimental and control groups. In the control group, first grade students were taught vocabulary words by the traditional reading methods of phonics and word recognition. In the experimental group, first grade students were taught vocabulary words first through phonics instruction, then by word recognition instruction and third, by tactual/kinesthetic instruction. The treatment was administered over a period of six weeks. At the end of each treatment period, the students were tested to study the significance of the treatment. All five research hypotheses tested were developed to test for a significant difference between control and experimental groups using congruent and noncongruent perceptual preference instructional methods for reading vocabulary. Results indicated that students did not show a significant difference in achievement when taught in their first, second, or third perceptual preference, but did show significantly higher achievement scores in reading vocabulary when taught by tactual/kinesthetic instructional methods.