Abstract
For the development of educational software for beginning readers, including the use of digitized speech, it is important among other things to know
how auditory feedback has to be incorporated. Therefore an experiment was
conducted in which sixty first graders were requested to read thirty relatively
difficult words over three consecutive days. Under the first condition (control
condition) children had to read t hirty words aloud without feedback. Under the
second cOlldition, children had to perform the same task, but the word sound
was provided by a computer system whenever a reading error was made or the
child did not read the word at all (whole-word condition). The third condition
was similar to the whole-word condition, the only difference being the fact that
the word was produced phoneme by phoneme (segmented feedback coudition).
At a pre and post-test, children had to read the same words while reading times
and error! were recorded. The results of training over three sessions showed
that, under the whole-word condition, children learned significantly more than
under the segmented-feedback condition. There was no significant difference
between the segmented-feedback condition and the control condition.
Original language | English |
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Pages (from-to) | 77-85 |
Number of pages | 9 |
Journal | IPO Annual Progress Report |
Volume | 21 |
Publication status | Published - 1986 |