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Peer reviewedFleisher, Lisa S.; Jenkins, Joseph R. – Learning Disability Quarterly, 1978
The effectiveness and efficiency of two commonly used teaching strategies in reading (contextualized practice alone, and decontextualized coupled with contextualized) were compared with six learning disabled first-grade boys. Journal availability: see EC 112 927. (Author/DLS)
Descriptors: Context Clues, Exceptional Child Research, Learning Disabilities, Males
Download full textFleisher, Lisa Sperling; Jenkins, Joseph R. – 1977
Six learning disabled boys served as subjects in a study designed to examine the effects of two instructional conditions on word recognition. In one instructional condition, students practiced reading exclusively in connected text (contextualized practice). In a second condition, reading in connected text was supplemented with drill on isolated…
Descriptors: Context Clues, Grade 1, Learning Disabilities, Oral Reading
Peer reviewedJenkins, Joseph R.; Larson, Kathy – Journal of Special Education, 1979
Results of the study involving five learning disabled junior high students indicated that some form of error correction tended to be significantly superior to no correction at all, but that many correction procedures appeared to produce rather small effects on word recognition. (DLS)
Descriptors: Exceptional Child Research, Junior High Schools, Learning Disabilities, Oral Reading
