PsycNET®

Journal of Educational Psychology. Vol 92(2), Jun 2000, 248-255.

Predictable text has become widely used for beginning readers but has not been the subject of much research. This study used predictable books to compare 3 reading treatments reflecting different components of a whole-to-part instructional model. In 3 first-grade classrooms, beginning readers working with isolated words in a modified word bank activity learned more words than when they worked with sentence strips. They also learned more words using sentence strips than when they simply read and reread the books. There was a significant treatment effect, justifying the theoretical position that beginning readers learn more words when those words are removed from the supportive context offered by predictable text. Students with higher levels of literacy skill learned 5 times as many words as those with lower levels. The overall number of words learned in these predictable books appears limited. These findings have important implications for the use of texts in beginning reading programs. (PsycINFO Database Record (c) 2008 APA, all rights reserved)

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