The Effects of Learning Confusable Words on Subsequent Learning of High or Low Imagery Words.

Terwilliger, Paul N.; Kolker, Brenda S.

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Peer reviewed

ERIC Number: EJ261452

Record Type: Journal

Publication Date: 1982-May

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The Effects of Learning Confusable Words on Subsequent Learning of High or Low Imagery Words.

Terwilliger, Paul N.; Kolker, Brenda S.

Reading World, v21 n4 p286-92 May 1982

Concludes that when children learned confusable words, their subsequent learning of words was at a faster rate than those children who learned nonconfusable words first, and that high imagery words were learned more quickly than low imagery ones. (FL)

Descriptors: Beginning Reading, Grade 1, Primary Education, Reading Research, Sight Vocabulary, Teaching Methods, Vocabulary Skills, Word Recognition, Word Study Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A