The Relative Importance of Reliance on Intraword Characteristics and Interword Constraints for Beginning Reading Achievement

Abstract

This study investigated the relative importance of use of intraword characteristics and interword relationships for beginning reading achievement. The model for statistical analysis was multivariate multiple regression. Vocabulary and comprehension achievement were dependent variables; IQ was a control variable; using oral reading error analysis, reliance on intraword characteristics was represented by a Graphic Similarity Index and a Sound Similarity Index, and reliance on interword relationships was represented by a Grammatical Relationships Index. The results support the contention that dependence on within-word characteristics is more important for beginning reading success than is reliance on between-word analysis. The findings are related to two contrasting theories of reading instruction.