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Full-Text Articles in Education
The Effects Of Mild Hearing Loss On Academic Performance Among Young School Age Children, Miles Ellis Peterson
The Effects Of Mild Hearing Loss On Academic Performance Among Young School Age Children, Miles Ellis Peterson
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The purpose of this study was to measure the academic performance of children with mild hearing loss (20-45 dB) by comparing them with a normal control group. Twenty-four pairs of children in the first through fourth grades were compared. The achievement scores of the second and fourth grade student pairs were compared for the current academic year and for the previous academic year. A two-way analysis of Variance was used to compare the achievement scores from the Iowa Test of Basic Skills of the two groups. The results indicated statistical significance on some subtests of the first and fourth grade …
The Ability Of Young Children To Recognize Words, Katherine K. Armstrong
The Ability Of Young Children To Recognize Words, Katherine K. Armstrong
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The young child's ability to learn to read (defined in this study "to recognize") words was studied in an attempt to determine the influence of age.
Fourteen, three-year-old children and 16, four and one-half year old children, 14 girls and 16 boys, were instructed to read eight words. Groups of three were taught in four, ten minute sessions and were then tested one at a time for word recognition. A retention test was given two weeks later.
The hypotheses, that three-year-old children will learn to read more readily than children nearer five years old and that girls will read better …
Serial Learning In Young Children, Charlene A. Keller
Serial Learning In Young Children, Charlene A. Keller
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The effects of sex and tutorial instruction were studied as they influenced the seriation ability of pre-school children. The research was conducted at the Utah State University Child Development Laboratories with 24 four year old children enrolled at that time. Twelve of the children, six girls and six boys, were given seriation tasks. The remaining 12 children, six girls and six boys, were not given any seriation training.
It was found that the 12 children who had received individualized instruction seriated significantly better on every task than the 12 children who had received no training. The children who were trained …