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dc.contributor.authorHarding, D. Ingleeen_US
dc.contributor.authorLeahy, Lois V.en_US
dc.contributor.authorNorris, Carole J.en_US
dc.contributor.authorSmith, Dianne Jeselineen_US
dc.date.accessioned2018-09-27T19:00:38Z
dc.date.available2018-09-27T19:00:38Z
dc.date.issued1963
dc.date.submitted1963
dc.identifier.otherb14621423
dc.identifier.urihttps://hdl.handle.net/2144/31375
dc.descriptionThesis (Ed.M.)--Boston Universityen_US
dc.description.abstractProblem: An attempt to compare the rate of learning of colorful and abstract words of children in grade one. Materials: 1. Thirty words were selected to be used in three groups of ten words each. Each list consisted of five colorful and five abstract words. Colorful words are those which have much meaning for children and abstract words are those with little meaning. The words were printed on 3 x 11 inch flash cards in lower case letters. 2. Check sheets were made with spaces for checking the retention of words at three different times and pictures were made to enrich the colorful words. 3. Directions were prepared and given to each teacher who participated in the study. 4. Kuhlmann-Anderson Intelligence Test: Battery A. 5. Detroit Word Recognition Test: Form A [TRUNCATED]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.titleA summary of research relating to first grade reading, 1932-1963en_US
dc.typeThesis/Dissertationen_US
etd.degree.nameMaster of Educationen_US
etd.degree.levelmastersen_US
etd.degree.disciplineEducationen_US
etd.degree.grantorBoston Universityen_US
dc.identifier.barcode11719025652282
dc.identifier.mmsid99190921420001161


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