NotesFAQContact Us
Search Tips
ERIC Number: ED067614
Record Type: RIE
Publication Date: 1971
Pages: 206
Abstractor: N/A
The Effect of Systematic Tangible Reinforcements on Reading Skill Development for Retarded Readers in an Urban School Setting.
Charen, Claire Lorraine
In view of the hypothesis that motivational deficits are basic to learning problems, this study investigated the effectiveness of tangible reinforcers as an additional motivator to improve the reading competence of urban, retarded readers compared to the same instructional procedures without reinforcements in natural, small group settings for students in grades 5-8. Sixty-four retarded readers were evenly divided into eight groups, based on pretest scores, sex, and grade. Two reading teachers, each working with two experimental and two control groups, awarded points on a variable ratio schedule for correct oral and written responses. Word recognition skills were stressed to obtain a sharper focus and to highlight any effects. Students were able to exchange points for games, toiletries, sports equipment, clothing accessories, and edibles. After eight weeks, groups rotated, providing an opportunity for each student to receive reinforcement. Based on a factor-analysis covariance, data indicated that overall tangible reinforcers did not significantly affect reading gains. It would seem that teachers and level of instruction were interacting with the treatment to produce differential effects. (Author/HS)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72.16,075, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Rutgers University, The State University of New Jersey