Volume 1, Issue 4 (1972)
On Teaching Disadvantaged Preschoolers to Read: A Successful Experiment
J.A. Hamblin, R.L. Hamblin
A number of experiments have indicated that the rate at which children learn to read may be accelerated via token reinforcement with material backups (Hamblin, Buckholdt, Ferritor, Kozloff, and Blackwell, 1971; Pfeiffer, 1969; Staats and Staats, 1963 ; Wolf, Giles and Hall, 1968). In other experiments the rate of learning to read has been accelerated by using more able pupils who are succeeding at reading to help those who are achieving poorly (Hamblin, et al., 1971; Myers, Travers, and Sanford, 1965; Riesman, 1965). The purpose of this experiment is to explore these possibilities further by assessing the independent and combined effects of token reinforcement and peer tutoring in accelerating learning to read with what has been traditionally a particularly slow group of learners, i.e., disadvantaged black and white preschoolers of the inner city.
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