The use of the rebus as an instructional device in beginning reading instruction

Abstract

This study examines the feasibility of the rebus interspersed in context as an instructional tool to teach sight vocabulary to the beginning reader. The rebus is presented in four categories: 1) noun, 2) verb, 3) adjective, 4) adverb. A pre-test - treatment - post-test design was implemented and the results are reported in terms of Gain Scores. This examiner found that the order of difficulty from easy-to-hard was as follows: 1) nouns, 2) verbs, 3) adjectives, 4) adverbs. In addition, it was found that all students benefited from this method including those classified as slow learners.