The effects of intralist similarity on acquisition and generalization in beginning reading instruction
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Beth Anne McCutcheon (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Eugene McDowell
Abstract: This experiment was conducted to investigate the effects of different levels of intralist similarity in beginning reading instruction, upon rate of learning, upon subsequent word recognition skills, and upon tendency toward generalization. Forty-two kindergarten children participated in the acquisition phase of the program by learning one of three lists composed of four words. It had been found in a preliminary investigation with subjects who did not participate in the main experiment that the individual words composing the three lists were not differentially difficult to learn outside the context of their respective lists. The lists differed, however, in intralist similarity. One of the two acquisition measures in the main experiment supported the hypothesis that high intralist similarity impedes rate of acquisition; the other measure did not support the hypothesis. The two extreme intralist-similarity groups were given training to a criterion of two successive random presentations of their respective lists with no errors.
The effects of intralist similarity on acquisition and generalization in beginning reading instruction
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Created on 1/1/1968
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Additional Information
- Publication
- Thesis
- Language: English
- Date: 1968
- Subjects
- Reading
- Reading (Kindergarten)
- Word recognition