Effects of contextualized and decontextualized practice conditions on word recognition

Lisa S. Fleisher, Joseph R. Jenkins

Research output: Contribution to journalArticlepeer-review


Two commonly used teaching strategies in reading are reading in context alone (contextualized practice) and reading in context supplemented with isolated word practice (decontextualized practice). This study by Fleisher and Jenkins was designed to compare the effectiveness and efficiency of the two strategies with a population of learning disabled boys. Results indicated that decontextualized practice produced significantly greater isolated word recognition, and that performance following contextualized practice exceeded that of a no instruction control. However, the instructional treatments did not differentially affect oral reading in context as measured by rate or accuracy. The implications of these findings are discussed in relation to the selection of reading objectives and reading measures by remedial reading teachers.

Original languageEnglish (US)
Pages (from-to)39-47
Number of pages9
JournalLearning Disability Quarterly
Issue number3
StatePublished - Aug 1978

ASJC Scopus subject areas

  • Education
  • General Health Professions
  • Behavioral Neuroscience


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