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ERIC Number: ED140220
Record Type: RIE
Publication Date: 1976
Pages: 139
Abstractor: N/A
The Effects of Directionality and Complexity on Learning Disabled and Normal Subjects' Learning Sentence Sequence, Comprehending Sentences and Recognizing Sentence Relationships.
McDorman, Mary Ben Erwin
This study investigated the effects of the direction of print on learning-disabled students' and normal students' abilities to learn the sequence in which sentences are presented, to comprehend sentences, and to recognize relationships among sentences. Four groups of 12 learning-disabled pupils and four groups of 12 normal pupils between the ages of 8 and 11 participated. There were four treatment conditions: material printed in a traditional horizontal style from left to right; sentences printed in a horizontal style from right to left; sentences printed in a vertical style, from top to bottom; and sentences printed in a vertical style, from bottom to top. Analyses of results indicated that the direction of print did not contribute significantly to the normal or earning-disabled groups' abilities to sequence or to comprehend sentence material. The performance of the normal subjects was significantly higher than that of the learning-disabled subjects under all treatment conditions. Both groups displayed significant improvement in sequencing over trials. Performance in sequencing and comprehending sentences was enhanced when sentences were of low complexity. (Author/AA)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-29,544, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Georgia