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ERIC Number: ED016579
Record Type: RIE
Publication Date: 1966-Feb-17
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A STUDY OF THE EFFECTS OF AUDITORY TRAINING ON REMEDIAL READING.
FELDMANN, SHIRLEY C.; AND OTHERS
COMBINATIONS OF READING AND AUDITORY PROGRAMS FOR RETARDED READERS WERE VARIED TO DETERMINE THE EFFECTS ON THE SHORT AND LONG TERM READING SKILLS. FORTY-THREE THIRD-GRADE NEGRO AND PUERTO RICAN SOCIALLY DEPRIVED STUDENTS SERVED AS SUBJECTS. THEIR READING LEVEL WAS AT LEAST ONE GRADE LEVEL BELOW THEIR ACTUAL GRADE PLACEMENT. THERE WERE THREE EXPERIMENTAL AND ONE CONTROL TREATMENT GROUPS. THE EXPERIMENTAL GROUPS RECEIVED AUDITORY TRAINING ONLY, READING INSTRUCTION ONLY, OR A COMBINATION. FOUR TUTORS TAUGHT SMALL GROUPS 3 TIMES PER WEEK FOR 5 MONTHS. READING TESTS AND AUDITORY TESTS WERE ADMINISTERED. TESTING WAS DONE PRIOR TO THE TREATMENT, IMMEDIATELY FOLLOWING THE TREATMENT, AND AGAIN 6 AND 12 MONTHS LATER. ANALYSIS OF COVARIANCE WAS USED TO ANALYZE THE DATA. THERE WAS NO OVERALL SUPERIORITY FOR ANY TREATMENT GROUP ON THE INITIAL POST-TEST. AT THE END OF 6 AND 12 MONTHS, THE READING SCORES FOR ALL GROUPS INCREASED. THERE WAS A TUTOR BY TREATMENT INTERACTION AND AN ETHNIC GROUP BY TREATMENT INTERACTION. THE EVIDENCE SUGGESTS THAT THE VARIOUS COMBINATIONS OF READING AND AUDITORY PROGRAMS USED IN THIS STUDY DID NOT SEEM TO GREATLY AFFECT IMPROVEMENT IN READING. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONFERENCE (CHICAGO, FEBRUARY 17, 1966). (BK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A