Descriptor
| Academic Achievement | 1 |
| Elementary Education | 1 |
| Interaction | 1 |
| Intermode Differences | 1 |
| Programed Instruction | 1 |
| Responses | 1 |
| Teaching Methods | 1 |
Source
| Journal of Educational… | 1 |
Author
| Ingber, Tsvi | 1 |
| Tobias, Sigmund | 1 |
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Peer reviewedTobias, Sigmund; Ingber, Tsvi – Journal of Educational Psychology, 1976
Students were randomly assigned to study an instructional program by constructed responding or by reading. Level of prior attainment was ascertained by pretest scores. Interaction was found between prior achievement and instructional support. Constructed responding was especially beneficial for students with low pretest scores. (BJG)
Descriptors: Academic Achievement, Elementary Education, Interaction, Intermode Differences
