ERIC Number: ED189770
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Effect of Word Segmentation Training upon Learning Disabled Students' Transfer Performance in Reading Phonetically Regular Words.
A study involving 48 primary grade learning disabled (LD) students was undertaken to determine the effects of word segmentation on reading transfer performance. Ss received training in one of three methods: final consonant segmented method (space between medial vowel and final consonant); initial consonant segmented method (space between the initial consonant and the medial vowel); and unsegmented method (no spaces). The number of correct transfer word responses was then recorded. Results indicated that Ss taught by either of the two segmented methods performed better in initial learning and transfer than those in the unsegmented group. Findings suggested that the provision of structural cues is more effective than drill and practice in teaching LD students to read. Segmentation was found to be effective in generalization as well as acquisition. (CL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention of The Council for Exceptional Children (58th, Philadelphia, PA, April, 1980, Session B-1).