ERIC Number: ED111149
Record Type: RIE
Publication Date: 1974-Oct
Reference Count: 0
An Experimental Test of an Attentional Cueing Technique in Aiding Mildly Retarded Children's Recall of Reading Vocabulary. Final Report 29.32.
Epstein, Louis E.; Lynch, William W.
A study of 70 educable mentally retarded children (9- to 13-years-old) was conducted to examine the effects of special class teachers' use of an attentional cueing technique in response to oral reading errors. During oral reading lessons, errors were recorded under conditions in which the teacher was either instructed to make her normal responses to oral reading errors (control group) or use the five-step attentional cueing technique (experimental group). In comparison to controls using single- or multiple-cue responses to pupil errors, findings showed a significant error difference in favor of the experimental condition. Evidence suggested that mildly retarded children learn more new words from teacher responses to oral reading errors which provide a highly consistent, structured, attentional form of feedback than from teacher responses incorporating the normal variety of cueing behaviors. Study limitations included deviations from normal teaching patterns and the relatively small sample. (Provided are tables illustrating statistical data and appendixes containing information on lesson materials and the five-step cueing technique.) (SB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped.