Effects of rapid word recognition training on sentence context effects in children
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The purpose of the present study was to investigate the effects of rapid word recognition training on sentence context effects in third-grade and sixth-grade students. In experiment 1, a word-naming task was administered before and after three types of training (isolation, context, and control) in word recognition in order to determine which method is most effective in producing faster word recognition times. It was found that both isolation and context training methods increased word recognition to a greater degree than the control group but neither of these two training methods was significantly different from the other. In experiment 2, the isolation training method was used as the procedure to increase the speed of word recognition. The effects of word recognition training on the speed of recognizing target words presented within a sentence context was examined. The target words were either congruous, incongruous, or neutral with respect to the preceding context. The results showed that third graders exhibited a relatively smaller degree of contextual facilitation for those words on which practice in word recognition had been given as compared to those words on which no practice had been administered.