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ERIC Number: ED169699
Record Type: RIE
Publication Date: 1978
Reference Count: 0
A Comparison of Two Methods of Teaching a Reading Task to Mildly Intellectually Handicapped Adolescents. [The Granville Project].
Parmenter, Trevor R.; And Others
The paper reports on an Australian study comparing two methods of teaching a word recognition reading task to eight mildly retarded adolescents. One method involved incidental learning, while the other involved a more structured paired-associate approach. It was found that all eight Ss learned a short list of tool names equally well under either method of instruction, and that they effectively retained the skill irrespective of the acquisition setting. Some possible reasons for the results are offered. (DLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Macquarie Univ., North Ryde (Australia). School of Education.
Note: The study was supported by a Department of Social Security Research Grant; Paper presented at the Annual Conference of the Australian Group for the Scientific Study of Mental Deficiency (Broadbeach, 1978); For related information, see EC 114 490-498