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Peer reviewedEhri, Linnea C.; Roberts, Kathleen T. – Child Development, 1979
First graders were taught to read words either in printed sentence contexts or printed singly on flash cards. Post-test scores indicated that context-trained children learned more about the semantic identities of printed words, while flash card-trained children could read the words faster and learned more about orthographic forms. (JMB)
Descriptors: Beginning Reading, Comparative Analysis, Elementary School Students, Learning Processes
Sudia, Dell – 1985
To determine whether learning words can be accomplished effectively using the computer, 11 first grade children in an experimental group were taught specific sight words on the Apple computer as compared to the teaching of those same words to 11 children in the classroom using flashcards. A total of 25 words was taught over a five-week period. The…
Descriptors: Beginning Reading, Comparative Analysis, Computer Assisted Instruction, Grade 1
