Learning to read with and without feedback, in and out of context / (Record no. 78895)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01960nam a2200265Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180926s2017 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Martin-Chang, Sandra. |
| 245 #0 - TITLE STATEMENT | |
| Title | Learning to read with and without feedback, in and out of context / |
| Statement of responsibility, etc. | Sandra Martin-Chang |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | February 2017 |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Number of part/section of a work | 109 : 2, page 233-244 |
| Title | Journal of Educational Psychology |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The self-teaching hypothesis posits that enduring orthographic and phonological representations are produced when children independently recode print into speech. However, very little research has examined how children self-teach when initial decoding attempts are weak or ineffective. In this within-participant design, 25 students in Grade 2 learned to read 85 different words in 4 conditions. Words were read in and out of context, with and without feedback. Accuracy rates were recorded throughout 5 training sessions (2 word repetitions per session = 10 repetitions in total). A posttest was administered after a 6-day delay by reinstating the training materials. At the end of training, the highest accuracy scores were observed when children read in context/feedback followed by when they read in isolation/feedback, and then in context/no feedback; the lowest accuracy scores were observed when children read in isolation/no feedback. This pattern remained over the retention period, suggesting that external support from feedback, and top-down support from context, can help create word representations in memory. The results are discussed in relation to the importance of whole-word phonology within self-teaching. |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Context. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Decoding. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Feedback. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Isolation. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Self teaching. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Word reading. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| Cataloger's initials, CIN (RLIN) | 82353 |
| First Date, FD (RLIN) | 140716 |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Full call number | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Manila Tytana Colleges Library | Manila Tytana Colleges Library | REFERENCE SECTION | 09/26/2018 | Oral hygeine interventions | 09/26/2018 | 09/26/2018 | Articles |