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ERIC Number: ED083570
Record Type: RIE
Publication Date: 1973
Pages: 137
Abstractor: N/A
Reference Count: N/A
The Use of Task Analytic Procedures to Develop Individualized Self-Instructional Vocabulary Learning Materials.
Marks, Joan Iris Gerstein
The major hypothesis tested in this study was that low and average ability subjects could use the strategy of root analysis if instruction could be designed so as to compensate for individual weaknesses. Eighty-eight sixth grade middle class subjects were randomly assigned to self-instructional treatments to learn the root analysis strategy. Subskill pretest information was used to assign instruction to the Diagnostic group; all standard treatment subjects received instruction fitted to subjects scoring high on the subskill pretests; all improved treatment subjects received instruction fitted to subjects scoring low on the pretests; all Dictionary treatment subjects received a list of the root-meaning pairs and derivatives with instructions to look up derivatives and then to use them in sentences. The results indicated that the major hypotheses in the study were supported in the following ways: (1) Diagnostic, Standard, Improved, and Dictionary treatments were all significantly superior to the Controls on immediate and delayed criterion measures, Hidden Roots and Recalled Roots; (2) Diagnostic, Standard, and/or Improved treatments are superior to the Dictionary treatment on Hidden Roots, immediate and delayed tests and Recalled Roots delayed only; 2nd. (3) Diagnostic treatment is significantly different from Standard, Improved, and Dictionary on Time to Complete Instruction. (Author/WR)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 73-20,497, MF $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: Ph.D. Dissertation, Stanford University