The Effects of Tests and Praise on Children's Hear-write and See-say Responses.

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Four elementary school children were tested on 120 words containing the short e (e.g., ten, pen) and short a (e.g., tan, pan) sounds. Words were tested in the hear-write (H/W) and see-say (S/S) channels. No programmed consequences were scheduled during baseline (BL) tests 1-3. After BL, an error analysis categorized words based on channel error and topography of error. Praise was delivered during tests 4-6 for correct responses. Children's responses were variable within channel and across channels for a majority of words. By the end of the praise phase, there was a decrease in the number of words with errors, ... continued below

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Edwards, Bobbie December 2006.

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  • Edwards, Bobbie

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Four elementary school children were tested on 120 words containing the short e (e.g., ten, pen) and short a (e.g., tan, pan) sounds. Words were tested in the hear-write (H/W) and see-say (S/S) channels. No programmed consequences were scheduled during baseline (BL) tests 1-3. After BL, an error analysis categorized words based on channel error and topography of error. Praise was delivered during tests 4-6 for correct responses. Children's responses were variable within channel and across channels for a majority of words. By the end of the praise phase, there was a decrease in the number of words with errors, for all children in their error word group. Error topographies began to stabilize for some words during praise.

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  • December 2006

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  • May 5, 2008, 3:03 p.m.

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  • July 8, 2015, 3:31 p.m.

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Citations, Rights, Re-Use

Edwards, Bobbie. The Effects of Tests and Praise on Children's Hear-write and See-say Responses., thesis, December 2006; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc5465/: accessed November 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .