Effects of contextualized and decontextualized practice conditions on word recognition

Lisa S. Fleisher; Joseph R. Jenkins

doi:10.2307/1510936

Effects of contextualized and decontextualized practice conditions on word recognition

Lisa S. Fleisher, Joseph R. Jenkins

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

Abstract

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 language	English (US)
Pages (from-to)	39-47
Number of pages	9
Journal	Learning Disability Quarterly
Volume	1
Issue number	3
DOIs	https://doi.org/10.2307/1510936
State	Published - Aug 1978

ASJC Scopus subject areas

Education
General Health Professions
Behavioral Neuroscience

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10.2307/1510936

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title = "Effects of contextualized and decontextualized practice conditions on word recognition",

abstract = "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.",

author = "Fleisher, {Lisa S.} and Jenkins, {Joseph R.}",

note = "Funding Information: The research reported herein was supported in part by the National Institute of Education under Contract No. MS-NIE-C-400-76-0116 and Grant No. HEW-NIE-G-74-0007. The authors wish to express appreciation to Laird Heal for his generous assistance in the data analysis and to Linda Jenkins and Darlene Pany for their cooperation and assistance in gathering data.",

year = "1978",

month = aug,

doi = "10.2307/1510936",

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N1 - Funding Information: The research reported herein was supported in part by the National Institute of Education under Contract No. MS-NIE-C-400-76-0116 and Grant No. HEW-NIE-G-74-0007. The authors wish to express appreciation to Laird Heal for his generous assistance in the data analysis and to Linda Jenkins and Darlene Pany for their cooperation and assistance in gathering data.

PY - 1978/8

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N2 - 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.

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Effects of contextualized and decontextualized practice conditions on word recognition

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