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dc.contributor.authorWhatmough, Deborah A.en_US
dc.date.accessioned2009-07-14T19:40:53Z
dc.date.available2009-07-14T19:40:53Z
dc.date.issued1991-07-14T19:40:53Z
dc.identifier.urihttp://hdl.handle.net/10464/2265
dc.description.abstractThe 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.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectAdolescence.en_US
dc.subjectReadingen_US
dc.subjectWord recognition.en_US
dc.subjectPerformance in children.en_US
dc.subjectLearning.en_US
dc.titleThe performance and strategies of adolescents in learning to read artificial words /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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