This study compared the copy, cover, and compare method to a picture-word matching method for teaching sight word recognition. Participants were 5 kindergarten students with less than preprimer sight word vocabularies who were enrolled in a public school in the Pacific Northwest. A multielement design was used to evaluate the effects of the two interventions. Outcomes suggested that sight words...

A quasi-experimental action research with a pretest-posttest same subject design was implemented to determine if there is a different effect of the flash card method and the multisensory approach on kindergarteners’ achievement in sight word recognition, and which method is more effective if there is any difference. Instrumentation for pretest and posttest were the Dolch sight word pre-primer a...

It was a quasi-experimental study because the study involved in training participants in twoclasses each containing about 5 to 6 years old pre-primary students. To this end, fifty studentsparticipated in the study who were studying at Misagh School in Tabriz. In order to makesure of their homogeneity, the researcher administered a pre-test. Based on the results, 40students were selected as the ...

Given the importance of effective treatments for children with reading impairment, paired with growing concern about the lack of scientific replication in psychological science, the aim of this study was to replicate a quasi-randomised trial of sight word and phonics training using a randomised controlled trial (RCT) design. One group of poor readers (N = 41) did 8 weeks of phonics training (i....

Despite the growing number of studies highlighting the complex process of acquiring second language (L2) word recognition skills, comparatively little research has examined the relationship between word recognition and passage-level reading ability in L2 learners; further, the existing results are inconclusive. This study aims to help fill the gap. Three word recognition subcomponents (decoding...

The effects of color on the reading recognition and comprehension of 3 students with learning disabilities and attention-deficit/hyperactivity disorder were assessed in a single-subject design. Color did not enhance sight-word learning; for longer reading comprehension tasks, color had an immediate effect across and within sessions.

In HMM-based recognition systems for large vocabulary, the observation likelihoods provided by the acoustic models are useful in confidence measures if they are properly normalised. This paper compares two normalisation methods for the acoustic model likelihoods: unconstrained normalisation, based on the unconditional observation likelihood, and constrained normalisation, based on the observati...