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|a Orr, David B.
|0 http://id.loc.gov/authorities/names/n83157220
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|a RETENTION IN EDUCABLE MENTALLY RETARDED CHILDREN OF MATERIAL PRESENTED BY SIMULTANEOUS READING AND LISTENING /
|c DAVID B. ORR.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1967.
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| 300 |
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|a 21 pages
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| 336 |
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|a text
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|a THE EFFECT OF USING SIMULTANEOUS BIMODAL INPUTS ON THE COMPREHENSION OF CONNECTED DISCOURSE FOR IMPROVING THE READING AND LISTENING SKILLS OF EDUCATIONALLY MENTALLY RETARDED CHILDREN WAS STUDIED. SUBJECTS WERE STUDENTS BETWEEN THE AGES OF 12 YEARS, 11 MONTHS AND 17 YEARS, 11 MONTHS WHOSE MEASURED INTELLIGENCE WAS BETWEEN 54 AND 86. THE STUDENTS WERE FROM A PUBLIC SPECIAL EDUCATION SCHOOL AND READ AT THE SECOND GRADE LEVEL. THERE WERE FOUR TREATMENT GROUPS--MACHINE-AUDIO-VISUAL (MAV), TEACHER-AUDIO-VISUAL (TAV), MACHINE AUDIO (MAUD), AND A CONTROL GROUP. EXPERIMENTAL MATERIALS WERE THREE 600-700 WORD PASSAGES RATED AT THE THIRD, FIFTH, AND NINTH GRADE LEVELS. A 20-ITEM MULTIPLE CHOICE TEST WAS DEVELOPED FOR EACH PASSAGE. TESTS WERE ADMINISTERED IMMEDIATELY AFTER READING A SELECTION, AFTER ONE MONTH, AND AFTER TWO MONTHS. A RELEARN INDEX WAS PROVIDED. MEAN SCORES, STANDARD DEVIATIONS, AND ANALYSIS OF VARIANCE WERE USED TO ANALYZE THE DATA. SIGNIFICANT RETENTION WAS OBVIOUS AFTER ONE MONTH. HOWEVER, SIGNIFICANT LOSSES WERE LATER DETECTED BY COMPARISON WITH INITIAL SCORES. INITIAL DIFFERENCES IN THE DIRECTION OF MAV GREATER THAN TAV GREATER THAN MAUD DID NOT HOLD UP ACROSS THE RETENTION INTERVAL. FURTHER RESULTS, CONCLUSIONS, AND REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (BK)
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| 533 |
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|a Microfiche.
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|a American Institutes for Research.
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