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dc.contributor.authorHochadel, Shawna
dc.date.accessioned2021-09-07T21:53:39Z
dc.date.available2021-09-07T21:53:39Z
dc.date.issued5/1/2002
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5552
dc.description.abstractThis study investigated the effect that listening to books on tape has on the high frequency sight word recognition of first graders identified as at-risk. The subjects consisted of 12 at-risk urban first graders split into two equal groups of six students each. The treatment lasted for 10 weeks, and each group alternated between listening to books-on-tape and using more traditional methods such as flash cards and word games to learn the words. The high frequency sight words were chosen by the publisher of the reading series currently used in the classroom. The results of the treatment were analyzed at the end of the study using a dependent t test of difference between two means. There was no statistically significant difference between the use of books-on-tape versus the use of traditional methods. There was a statistically significant difference between pre-test scores and post-test scores for both methods, indicating that the use of either method to teach students high frequency sight words is effective.
dc.subjectWord Recognition
dc.subjectElementary Education
dc.subjectBooks On Tape
dc.subjectAt Risk Readers
dc.titleBooks-on-Tape and Word Recognition: The Effect of Listening to Books-on-Tape on the Acquisition and Retention of High Frequency Sight Words with at-Risk First Graders
dc.typethesis
refterms.dateFOA2021-09-07T21:53:39Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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