An Automated Audio-Visual Approach to Remediate Reading Problems. Final Report [electronic resource] / Harold R. Strang.
Three experiments conducted over a 2-year period with disadvantaged sixth graders are reported. In Experiment 1, the effectiveness of exposure to graded reading materials and audiovisual tutoring was tested in an automated reading program with specific behavioral objectives and a self-contained rewa...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1971.
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MARC
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| 100 | 1 | |a Strang, Harold R. | |
| 245 | 1 | 3 | |a An Automated Audio-Visual Approach to Remediate Reading Problems. Final Report |h [electronic resource] / |c Harold R. Strang. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1971. | ||
| 300 | |a 36 p. | ||
| 500 | |a ERIC Document Number: ED055764. | ||
| 500 | |a Sponsoring Agency: Office of Education (DHEW), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: OEG-3-70-0007(010). |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 6. | ||
| 520 | |a Three experiments conducted over a 2-year period with disadvantaged sixth graders are reported. In Experiment 1, the effectiveness of exposure to graded reading materials and audiovisual tutoring was tested in an automated reading program with specific behavioral objectives and a self-contained reward system. Twenty-one students formed three groups of equal reading proficiency. The group receiving specific audiovisual tutoring showed substantial gains in reading accuracy over the groups receiving trial-and-error training in reading and in mathematics. Tutored students' gains were highest on successive comprehension and untimed standardized tests. During the second year, in Experiment 2, the audiovisual tutoring was administered to 19 students, and gains were compared to those students not receiving any machine instruction. Improvement in tutored students paralleled that of Experiment 1. In Experiment 3, students participating in Experiment 2 intermittently received automated instruction on several everyday life reading skills. The tutored students' improvements across the year were significantly greater than those of students receiving no tutoring. Tutored students also showed some generalization to skills not included in the automated tutoring. included. (Author/AW) | ||
| 650 | 0 | 7 | |a Behavioral Objectives. |2 ericd. |
| 650 | 1 | 7 | |a Disadvantaged Youth. |2 ericd. |
| 650 | 1 | 7 | |a Grade 6. |2 ericd. |
| 650 | 1 | 7 | |a Programed Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Programed Tutoring. |2 ericd. |
| 650 | 0 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Reading Difficulty. |2 ericd. |
| 650 | 0 | 7 | |a Reading Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Reading Programs. |2 ericd. |
| 650 | 1 | 7 | |a Reading Research. |2 ericd. |
| 650 | 0 | 7 | |a Rewards. |2 ericd. |
| 710 | 2 | |a University of Virginia. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED055764.pdf |z Full Text (via ERIC) |
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