Volume 1, Issue 2 (1972)
Candy, Word Recognition, and the "Disadvantaged"
The results of some previous research and instructional projects have suggested the need for using material rewards such as candy or toys when attempting to teach “disadvantaged” children. Since lack of responsiveness to the type of reinforcement used in regular classrooms has been cited as a possible source of difficulty, it seems important to provide some experimental evidence for or against this position. Previous experimental studies on reinforcement effectiveness in children from low socioeconomic backgrounds have been limited in their applicability to reading performance because they have frequently used very rote, nonacademic tasks.
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