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ERIC Number: ED045315
Record Type: RIE
Publication Date: 1969
Reference Count: 0
The Use of Reinforcement Procedures in Teaching Reading to Rural Culturally Deprived Children.
A group of culturally deprived children with severe reading and behavior problems was systematically given tangible reinforcers while learning to read. Twelve second-grade and 12 third-grade boys from a rural and lower socioeconomic background were taught reading with the use of tangible reinforcers (E group). Four similar control groups (C group) were taught reading using the same teachers and materials, except that no tabgible reinforcers were used. There were eight groups with three subjects per group and two teachers--each teacher with one third-grade E group, one third-grade C group, one second-grade E group, and one second-grade C group. All groups received three 30-minute sessions a week from November to the end of the school year. The pretest and post-test was the Metropolitan Achievement Test--Primary or Elementary. The results indicated that the use of tangible reinforcers greatly improved the academic performance of the second-grade boys with learning problems, but had little effect (an improvement in word knowledge only) on the third-grade boys. Tables and references are given. (DE)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: Syracuse Univ., NY.