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ERIC Number: ED105474
Record Type: RIE
Publication Date: 1968
Pages: 14
Abstractor: N/A
Reference Count: 0
Differences in Learning through Compressed Speech as a Function of Presentation Strategy and Rate among Culturally Disadvantaged Fourth Grade Children. IMRID Papers and Reports, Vol. V, No. 9.
Woodcock, Richard W.; Clark, Charlotte R.
The purpose of this study was to evaluate differences in learning among culturally disadvantaged fourth-grade children who listened to a series of twenty narrative passages. The effectiveness of eight treatment combinations was compared. A total of 195 subjects were randomly selected from fourteen fourth-grade classes in schools located in culturally disadvantaged areas of Nashiville, Tennessee. The experimental group and 72 subjects from six other classrooms served as the control group. The experimental subjects were randomly assigned to groups of four, with four groups per classroom. Each group was then assigned to one of the eight different treatment combinations--a single presentation of the story or a double presentation of the story at one of the word-per-minute (wpm) rates of 200, 265, 331, and 400. The results of this study essentially supported the prediction of highest absolute scores at the lowest high-speed rate (200 wpm). The peak level of efficiency was at the 265 wpm rate as predicted. This study provides further evidence that high-speed listening can be an efficient learning medium for elementary school children. (TS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN. Inst. on Mental Retardation and Intellectual Development.