Auditory and Visual Word Recognition in Beginning Adult Readers [electronic resource] / Raymond L. Johnson and Richard W. Cortwright.
An exploratory investigation was made of cross-modality matching within the context of word recognition skills among beginning adult readers. The specific aim of the study was to assess the possibility that a deficit in cross-modality matching might be potentially useful as a diagnostic and predicti...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1969.
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MARC
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| 040 | |a ericd |c ericd |d MvI | ||
| 099 | |f ERIC DOC # |a ED032196 | ||
| 100 | 1 | |a Johnson, Raymond L. | |
| 245 | 1 | 0 | |a Auditory and Visual Word Recognition in Beginning Adult Readers |h [electronic resource] / |c Raymond L. Johnson and Richard W. Cortwright. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1969. | ||
| 300 | |a 12 p. | ||
| 500 | |a ERIC Document Number: ED032196. | ||
| 500 | |a ERIC Note: Paper presented at the International Reading Association conference, Kansas City, Mo., Apr. 30-May 3, 1969. |5 ericd. | ||
| 520 | |a An exploratory investigation was made of cross-modality matching within the context of word recognition skills among beginning adult readers. The specific aim of the study was to assess the possibility that a deficit in cross-modality matching might be potentially useful as a diagnostic and predictive indicator of the rate at which adults learn to read. Subjects were 178 adults enrolled in basic reading classes in Flint, Michigan. Prior to collection of data, all students were given the Adult Basic Reading Inventory. Although only 31 of the subjects remained for the retest, the proportion of dropouts was about the same for the original high and low groups. The word recognition tasks involved the comparison of words under four conditions and two types of judgments: (1) auditory-auditory match, (2) auditory-visual match, (3) visual-auditory match, and (4) visual-visual match. One judgment involved responding to two words and indicating whether they were the same or different. The other judgment involved the presentation of one word, then the presentation of two words, with the subject indicating which of the two words was the same as the stimulus word. Results showed that the better reader made more use of the visual-visual match; the less proficient reader utilized cross-modality comparisons. References and tables are included. (WB) | ||
| 650 | 1 | 7 | |a Adult Reading Programs. |2 ericd. |
| 650 | 0 | 7 | |a Auditory Perception. |2 ericd. |
| 650 | 0 | 7 | |a Auditory Stimuli. |2 ericd. |
| 650 | 1 | 7 | |a Multisensory Learning. |2 ericd. |
| 650 | 0 | 7 | |a Reading Research. |2 ericd. |
| 650 | 1 | 7 | |a Responses. |2 ericd. |
| 650 | 0 | 7 | |a Visual Perception. |2 ericd. |
| 650 | 0 | 7 | |a Visual Stimuli. |2 ericd. |
| 650 | 1 | 7 | |a Word Recognition. |2 ericd. |
| 700 | 1 | |a Cortwright, Richard W. | |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED032196 |h Other scheme |i web |n 1 |