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ERIC Number: ED003190
Record Type: RIE
Publication Date: 1964-Jun
Pages: 60
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
LEVEL OF ACHIEVEMENT, RETENTION, AND TRANSFER OF TRAINING IN SPELLING AS A FUNCTION OF MODE OF PRESENTATION.
HANCOCK, JOHN C.; AND OTHERS
THE EFFECTS OF AUDIO, PRINT, AND AUDIOPRINT MODES OF PROGRAMED SPELLING INSTRUCTION WERE COMPARED. RELATIONSHIPS AMONG THESE MODES AND SPELLING ACHIEVEMENT, RETENTION, AND TRANSFER WHERE OBTAINED. ALSO INCLUDED IN THE STUDY WERE PUPIL PREFERENCES FOR PROGRAMED INSTRUCTION AS CONTRASTED WITH TEACHER-PRESENTED INSTRUCTION. APPROXIMATELY 60 SECOND-GRADE AND 60 FOURTH-GRADE STUDENTS RECEIVED PROGRAMED INSTRUCTION ON WORDS PREVIOUSLY MISSPELLED. ALL GROUP MEMBERS RECEIVED INSTRUCTION WITH THREE INSTRUCTION MODES. VARIATIONS IN LEVELS OF WORD DIFFICULTY, LENGTH OF INSTRUCTION, INDIVIDUAL DIFFERENCES, AND TEACHERS WERE CONTROLLED VARIABLES. THE WORDS WERE GENERATED FROM UNPUBLISHED SPELLING PROGRAMS FOR THE THIRD AND SIXTH GRADES. POST-TEST ACHIEVEMENT SCORES, RETENTION, AND TRANSFER SCORES (ORAL AND DELAYED) WERE OBTAINED WITH SPECIALLY CONSTRUCTED TESTS. MODE PREFERENCES WERE OBTAINED FROM AN INSTRUMENT WHICH PRESENTED ALL POSSIBLE COMBINATIONS. THIRTY-TWO ANALYSES OF VARIANCE WERE PERFORMED. NO SUPPORT WAS FOUND FOR THE SUPERIORITY OF ANY MODE OF PROGRAMED INSTRUCTION IN EITHER ACHIEVEMENT, RETENTION, OR TRANSFER. INDIVIDUAL RELATIONSHIPS WERE SUGGESTED AMONG INTELLIGENCE, READING COMPREHENSION, RELATIVE ACHIEVEMENT, AND MODE OF PRESENTATION. NO SUBJECTS PREFERRED THE PRINT MODE. THE AUDIOPRINT MODE WAS PREFERRED OVER ALL PROGRAMED INSTRUCTION MODES. (WN)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: State Univ. of New York, Cortland. Coll. at Cortland.; Bucknell Univ., Lewisburg, PA.
Identifiers: NEW YORK; New York (Cortland); PENNSYLVANIA; Pennsylvania (Lewisburg)