Comparing the effects of unknown-known ratios on word reading learning versus learning rates

Journal of Behavioral Education

Volumn 15, Issue 2, 2006, Pages 69-79

  Joseph, Laurice M ^a   Nist, Lindsay M ^a  

^a OHIO STATE UNIVERSITY   (United States)

Author keywords

Instructional effectiveness; Instructional efficiency; Interspersal techniques; Whole word reading techniques; Word reading learning; Word reading rate

Indexed keywords

EID: 33746104129     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1007/s10864-006-9008-8     Document Type: Article

References (14)

1. Belfiore, P. J., Lee, D., Vargas, A. U., & Skinner, C. H. (1997). Effects of high-preference single digit mathematics problem completion on multiple-digit mathematics problem performance. Journal of Applied Behavior Analysis, 30, 327-330.
2. Cates, G. L., Skinner, C. H., Watson, T. S., Meadows, T. J., Weaver, A., & Jackson, B. (2003). Instructional effectiveness and instructional efficiency as considerations for data-based decision making: An evaluation of interspersing procedures. School Psychology Review, 32, 601-616.
3. Cooke, N. L., Guzaukas, R., Pressley, J. S., & Kerr, K. (1993). Effects of using a ratio of new items to review items during drill and practice: Three experiments. Education and Treatment of Children, 16, 212-234.
4. Cooke, N. L., & Reichard, S. M. (1996). The effects of different interspersal drill ratios on acquisition and generalization of multiplication and division facts. Education and Treatment of Children, 19, 124-142.
5. Macquarrie, L. L., Tucker, J. A., Burns, M. K., & Hartman, B. (2002). Comparison of retention rates using traditional drill sandwich, and incremental rehearsal flash card methods. School Psychology Review, 31, 584-595.
6. McCurdy, M., Skinner, C. H., Grantham, K., Watson, T., & Hindman, P. M. (2001). Increasing on-task behavior in an elementary student during mathematics seatwork by interspersing additional brief problems. School Psychology Review, 30, 23-32.
7. Neef, N. A., Iwata, B. A., & Page, T. J. (1977). The effects of known-item interspersal on acquisition and retention of spelling and sightseeing words. Journal of Applied Behavior Analysis, 10, 738.
8. Nef, N. A., Iwata, B. A., & Page, T. J. (1980). The effects of interspersal training versus high-density reinforcement on spelling acquisition and retention. Journal of Applied Behavior Analysis, 13, 153-158.
9. Roberts, M. L., & Shapiro, E. S. (1996). Effects of instructional ratios on students' reading performance in a regular education program. Journal of School Psychology, 34, 73-91.
10. Roberts, M. L., Turco, T. L., & Shapiro, E. S. (1991). Differential effects of fixed instructional ratios on students' progress in reading. Journal of Psychoeducational Assessment, 9, 308-318.
11. Skinner, C. H. (2002). An empirical analysis of interspersal research evidence, implications, and applications of discrete task completion hypothesis. Journal of School Psychology, 40, 347-368.
12. Skinner, C. H., Belfiore, P. J., & Watson, T. S. (2002). Assessing the relative effects of interventions in students with mild disabilities: Assessing instructional time. Journal of Psychoeducational Assessment, 20, 346-357.
13. Skinner, C. H., Fletcher, P. A., Wildmon, M., & Belfiore, P. J. (1996). Improving assignment preference through interspersing additional problems: Brief versus easy problems. Journal of Behavioral Education, 6, 427-437.
14. Skinner, C. H., Hall-Johnson, K., & Skinner, A. L. (1999). Enhancing perceptions of mathematics assignments by increasing relative problem completion rates through the interspersal technique. Journal of Experimental Education, 68, 43-59.