Effects of List Types and Cues on the Learning of Word Lists
Bibliographic Data
| ID | 10722144 |
|---|---|
| Authors | Ruth Norene Hartley (corresponding author) |
| Year | 1970 |
| Volume | 6 |
| Issue | 1 |
| Pages | 97 |
| Publication date | 1970-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/747050 |
| OpenAlex | W2046972526 |
| Language | EN |
| Citations received | 6 |
| References cited | 4 |
GIVES SIX instructional methods for initial reading vocabulary acquisition involving two list types (minimal and maximal) combined with three sources of cue (the word itself, a context cue, a picture cue), using 127 first-graders divided into six treatment groups. The subjects in each treatment group received four types of tests to determine the level of performance for each treatment. Three sources of variation were significant: 1) ability grouping, 2) the interaction of list type and cue, and 3) the interaction of list type, sex, and ability grouping
Cognitive psychology · Linguistics · Mathematics education · Phonics · Primary education · Word (group theory) · Word list · Artificial Intelligence · Computer Science · Educational Assessment and Pedagogy · Innovative Teaching and Learning Methods · Psychology · Reading and Literacy Development
The Influence of Instructional Conditions on Word Recognition Errors
Do Beginners Learn to Read Function Words Better in Sentences or in Lists
The Interaction of Picture and Print in Reading Instruction (Abstracted Report)
The Effects of Pictures on Rate of Learning Sight Words
The Effect of Pictures and Contextual Conditions on Learning Responses to Printed Words
Picture-Text Compounds in Early Reading
| Unique citing works | 6 |
|---|---|
| Citations per year | 0.11 |
| Citation span | 1972 - 2024 (53) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |