Spelling Learning and Retention Under Variations in Focal Unit of Word Presentation in a Computer-Assisted Spelling Drill [electronic resource] / Karen K. Block and Others.
Students learned lists of spelling words in a computer-assisted drill program where the correct spelling was printed in standard form or with spaces between letters or with spaces between pronounceable orthographic clusters. Words having sounded and unsounded medial clusters (e.g., "holiday&quo...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1974.
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| Summary: | Students learned lists of spelling words in a computer-assisted drill program where the correct spelling was printed in standard form or with spaces between letters or with spaces between pronounceable orthographic clusters. Words having sounded and unsounded medial clusters (e.g., "holiday" versus "Wednesday") were taught under each display method. Results showed learning rates were influenced by the way the correct spelling was displayed. Retention level was unaffacted by method of display. Focal unit treatment differentially affected ease of acquiring the two word types, but not retention level, measured at two and six weeks. Audio had no effects. It was suggested that variations in focal unit influence the encoding stage of learning. Additional analyses of the data confirmed findings from other studies regarding latencies of responses, serial position effects, and massed versus distributed practice effects. (Author) |
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| Item Description: | ERIC Document Number: ED097018. Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC. Sponsoring Agency: National Science Foundation, Washington, DC. |
| Physical Description: | 31 p. |