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ERIC Number: ED053893
Record Type: RIE
Publication Date: 1972-Jan
Pages: 83
Abstractor: N/A
Reference Count: 0
Junior-College Retarded Readers' Use of Context to Gain Word Meaning.
Sears, Joyce R.
The hypothesis that there would be a significant difference in correct responses between a group of junior college retarded readers seeing words in context and another seeing isolated words in favor of the words-in-context group was investigated. A group of 42 retarded readers enrolled in reading and writing classes of the academic skills lab in Mercer County Community College, Trenton, New Jersey, was randomly divided into two groups. A preliminary administration of the Gates-MacGinitie vocabulary and comprehension tests was given to assure that there was no significant difference in reading levels of the two groups. An experimenter-devised trial test was given to 17 eighth-grade students in which the context groups scored 61.5 percent and the isolated word group, 50.8, which was a significant difference. On the 12-item experimenter-devised test for the junior college subjects, the context group responded correctly to 47.6 percent of the items and the isolated word group to 49.2 percent, with means of 4.26 and 4.40, respectively. It was therefore concluded that junior-college retarded readers do not use context to gain word meaning. Suggestions for further research, the experimental tests, tables, and a bibliography are included. (BM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Master's Thesis presented to Rutgers, the State University of New Jersey