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dc.contributor.authorHendry, Nancy M.en_US
dc.contributor.authorKass, Joanen_US
dc.date.accessioned2017-11-20T20:34:02Z
dc.date.available2017-11-20T20:34:02Z
dc.date.issued1962
dc.date.submitted1962
dc.identifier.otherb14617262
dc.identifier.urihttps://hdl.handle.net/2144/25662
dc.descriptionThesis (Ed.M.)--Boston Universityen_US
dc.description.abstractThe inability to hear similarities and differences between words causes difficulty for many children in learning to read. Since children with this failing should be trained in auditory discrimination, it is imperative that the teacher recognize those who require additional ear training. Many attempts have been made to develop a practical measure which discriminates between the mediocre and poor achievers in auditory perception of initial consonants. Boston University has developed such a test which includes explicit directions geared to the nonreader, is quick-scoring, and does not waste the precious quota of reading instruction time. The purpose of this study is to analyze 233 scores of the abovementioned test in terms of reliability, measures of dispersion, and the effects of teaching.en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.rightsBased on investigation of the BU Libraries' staff, this work is free of known copyright restrictions.en_US
dc.subjectBoston Universityen_US
dc.subjectAuditory perceptionen_US
dc.titleA statistical analysis of a Boston University test of auditory discrimination for beginning readersen_US
dc.typeThesis/Dissertationen_US
etd.degree.nameMaster of Educationen_US
etd.degree.levelmastersen_US
etd.degree.disciplineEducationen_US
etd.degree.grantorBoston Universityen_US


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