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Peer reviewed Peer reviewed
ERIC Number: EJ632162
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0033-3085
Extending Research on the Interspersal Procedure to Perceptions of Continuous Reading Assignments: Applied and Theoretical Implications of a Failure To Replicate.
Martin, Jill J.; Skinner, Christopher H.; Neddenriep, Christine E.
Psychology in the Schools, v38 n4 p391-400 Jul 2001
Investigates the impact of the interspersal procedure on students' reading tasks. Students read out loud two passages, with one containing additional interspersed brief, easy paragraphs. Students selected the passage that would require the least effort and the least time to read. Results suggest that the interspersal procedure may improve assignment perception only when the procedure increases discrete task-completion rates. (Contains 59 references and 1 table.) (GCP)
Descriptors: Difficulty Level, Middle Schools, Oral Reading, Readability, Reading Research, Student Attitudes, Teaching Methods
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A