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The performance and strategies of adolescents in learning to read artificial words /

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dc.contributor.author Whatmough, Deborah A. en_US
dc.date.accessioned 2009-07-14T19:40:53Z
dc.date.available 2009-07-14T19:40:53Z
dc.date.issued 1991-07-14T19:40:53Z
dc.identifier.uri http://hdl.handle.net/10464/2265
dc.description.abstract The present study explored processing strategies used by individuals when they begin to read c;l script. Stimuli were artificial words created from symbols and based on an alphabetic system. The words were.presented to Grade Nine and Ten students, with variations included in the difficulty of orthography and word familiarity, and then scores were recorded on the mean number of trials for defined learning variables. Qualitative findings revealed that subjects 1 earned parts of the visual a'nd auditory features of words prior to hooking up the visual stimulus to the word's name. Performance measures-which appear to affect the rate of learning were as follows: auditory short-term memory, auditory delayed short-term memory, visual delayed short- term memory, and word attack or decod~ng skills. Qualitative data emerging in verbal reports by the subjects revealed that strategies they pefceived to use were, graphic, phonetic decoding and word .reading. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Adolescence. en_US
dc.subject Reading en_US
dc.subject Word recognition. en_US
dc.subject Performance in children. en_US
dc.subject Learning. en_US
dc.title The performance and strategies of adolescents in learning to read artificial words / en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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