000 | 01960nam a2200265Ia 4500 | ||
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008 | 180926s2017 xx 000 0 und d | ||
040 | _cMANILA TYTANA COLLEGES LIBRARY | ||
100 | _aMartin-Chang, Sandra. | ||
245 | 0 |
_aLearning to read with and without feedback, in and out of context / _cSandra Martin-Chang |
|
260 | _cFebruary 2017 | ||
336 | _atext | ||
337 | _aunmediated | ||
338 | _avolume | ||
440 |
_n109 : 2, page 233-244 _aJournal of Educational Psychology |
||
520 | _aThe 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 | _aPsychology. | ||
650 | _aContext. | ||
650 | _aDecoding. | ||
650 | _aFeedback. | ||
650 | _aIsolation. | ||
650 | _aSelf teaching. | ||
650 | _aWord reading. | ||
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