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Methods of Teaching Word Identification to Backward Third Grade Students

Published online by Cambridge University Press:  26 February 2016

Peter Cole  and
Jeanette Connolly
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Abstract

In an attempt to improve the word identification of backward readers, three methods of instruction and three different forms of orthography were compared. There were no differences among read and say, read and spell, and read, trace and spell methods. There were also no differences among treatments that compared a coloured orthography, syllabified words and traditional orthography. However, in a second experiment, it was found that a mastery learning method was superior to a traditional method of instruction, though the validity of the mastery learning procedures was questioned in this context.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 7 , Issue 1 , May 1983 , pp. 5 - 10
Copyright
Copyright © The Australian Association of Special Education 1983

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