Junior-College Retarded Readers' Use of Context to Gain Word Meaning [microform] / Joyce R. Sears
- Bib ID:
- 5223579
- Format:
- Book and Microform
- Author:
- Sears, Joyce R
- Online Version:
- https://eric.ed.gov/?id=ED053893
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1972
- 83 p.
- Summary:
-
The hypothesis that there would be a significant difference in correct responses between a group of junior college retarded readers seeing words in context and another seeing isolated words in favor of the words-in-context group was investigated. A group of 42 retarded readers enrolled in reading and writing classes of the academic skills lab in Mercer County Community College, Trenton, New Jersey, was randomly divided into two groups. A preliminary administration of the Gates-MacGinitie vocabulary and comprehension tests was given to assure that there was no significant difference in reading levels of the two groups. An experimenter-devised trial test was given to 17 eighth-grade students in which the context groups scored 61.5 percent and the isolated word group, 50.8, which was a significant difference. On the 12-item experimenter-devised test for the junior college subjects, the context group responded correctly to 47.6 percent of the items and the isolated word group to 49.2 percent, with means of 4.26 and 4.40, respectively. It was therefore concluded that junior-college retarded readers do not use context to gain word meaning. Suggestions for further research, the experimental tests, tables, and a bibliography are included. (BM)
- Notes:
-
- ERIC Note: Master's Thesis presented to Rutgers, the State University of New Jersey.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary, dramatic or musical work
- Published status:
- Published
- Publication date:
- 1972
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Similar items
- The rational method of teaching reading [microform] / by Thomas Packer
- Reading in the content areas. [Edited by] James L. Laffey
- 63-429 English 1K. Reading for understanding : 6 sections, 6 assignments
- Reading and reading failures / John M. Hughes
- Reading in education; a broader view. Edited by Malcolm P. Douglass