NotesFAQContact Us
Search Tips
ERIC Number: ED107008
Record Type: RIE
Publication Date: 1974-Dec
Pages: 75
Abstractor: N/A
Reference Count: 0
Initial Field Test and Feasbility Study of the Hypothesis/Test Word Recognition Procedures in the Special Education Classroom. Research Report No. 74.
Mueller, Christine; Samuels, S. Jay
The hypothesis/test procedure training materials in reading and word recognition were field tested with 40 educable mentally handicapped children (9- to 13-years-old) and 29 control Ss. Three classroom teachers used the materials for approximately one-half hour a day for 15 weeks. Information was collected through weekly conferences, observations of the classes, and pre- and posttests of skills. Data showed that the students using the experimental materials had acquired a better set of competent skills comprising the hypothesis/test word recognition process than the students not using the materials. Results of the component skills test did not prove unequivocally that the materials and instructional program produced higher gains on the subtests by the classrooms using the materials. Teacher conferences and classroom observations indicated that it is necessary to assess the impact of the hypothesis/test materials with readers not so advanced in the subskills of these materials, and that more cloze stories should be incorporated into the later units. (GW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children.