Do beginners learn printed words better in contexts or in isolation

EHRI, LINNEA C., and ROBERTS, KATHLEEN T. Do Beginners Learn Printed Words Better in Contexts or in Isolation? CHILD DEVELOPMENT, 1979, 50, 675-685. First graders were taught to read 16 words. Half of the subjects studied the words in printed-sentence contexts. Half learned the words printed singly on flash cards and listened to sentences containing the words. Posttest scores indicated that context-trained children learned more about the semantic identities of printed words, whereas flash card-trained children could read the words faster and learned more about orthographic forms. Knowledge of letter-sound mapping relationships at the lexical level was more highly correlated with word-learning performance than knowledge of single lettersound relations. Results are interpreted in terms of word identity amalgamation theory. Findings demonstrate that there is value in exploring multiple aspects of printed-word learning and the experiences which contribute to each aspect.

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