Extending Research on the Interspersal Procedure to Perceptions of Continuous Reading Assignments: Applied and Theoretical Implications of a Failure To Replicate.

Martin, Jill J.; Skinner, Christopher H.; Neddenriep, Christine E.

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Peer reviewed

ERIC Number: EJ632162

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0033-3085

EISSN: N/A

Extending Research on the Interspersal Procedure to Perceptions of Continuous Reading Assignments: Applied and Theoretical Implications of a Failure To Replicate.

Martin, Jill J.; Skinner, Christopher H.; Neddenriep, Christine E.

Psychology in the Schools, v38 n4 p391-400 Jul 2001

Investigates the impact of the interspersal procedure on students' reading tasks. Students read out loud two passages, with one containing additional interspersed brief, easy paragraphs. Students selected the passage that would require the least effort and the least time to read. Results suggest that the interspersal procedure may improve assignment perception only when the procedure increases discrete task-completion rates. (Contains 59 references and 1 table.) (GCP)

Descriptors: Difficulty Level, Middle Schools, Oral Reading, Readability, Reading Research, Student Attitudes, Teaching Methods

Publication Type: Information Analyses; Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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