Abstract
Six instructional methods for initial reading vocabulary acquisition that were concerned with two list types combined with three sources of cue, using 127 first-graders divided into six treatment groups, were investigated. The Ss in each treatment received four types of tests to determine the level of performance for each treatment. Three sources of variation were significant: (a) ability grouping, (2) the interaction of list type and cue, and (3) the interaction of list type, sex, and ability grouping.
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1. The support for this research was provided by the U. S. Office of Education, Grants OE-5-10-050, OEC-4-6-061493-2089, and the National Institute of Health, Grant MH-6154. The author extends thanks to Professor Richard C. Atkinson for his continued support and suggestions throughout the course of this study.
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Hartley, R.N. An investigation of list types and cues to facilitate initial reading vocabulary acquisition. Psychon Sci 12, 251–252 (1968). https://doi.org/10.3758/BF03331295
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DOI: https://doi.org/10.3758/BF03331295