ERIC Number: ED032701
Record Type: RIE
Publication Date: 1969
Reference Count: 0
The Effect of Context on the Reading of MR and Normal Children at the First Grade Level.
To study the effects of context on the performance of children reading at first grade level, 26 retarded and 24 normal children were tested. Subjects read words printed individually on separate pages; they also read the word in the context of a sentence. Results indicated that provision of a context produced significant improvement in the reading performance of both groups, but the hypotheses that word recognition by context would be significantly greater for the normal subjects was not supported. Reasons for the failure of this hypothesis are given; the need to help retardates make the most effective use of context clues is expressed. (RJ)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.