Many generations have passed since man first started to record the happenings of his times as in the hieroglyphics found in Egypt. These codes were once known by many and then through the passing of time the key became lost. It wasn't until the soldiers of Napoleon accidentally found the Rosetta Stone that modern man could unlock the code. The only way it was unlocked was through another known code. An identical loss occurred in Mathematics when the way in which the Mayans of the Yucatan Peninsula unlocked higher mathematics was lost. Thomas Aquinas searched for the key in his Summa Theologica and remains today one of the greatest theologians of all times. Einstein found the key to unlock the measurement of matter and his theory remains as a model for understanding how matter can be classified.(His formula has changed because of the proton which moves faster than the speed of light, but the theory remains intact.) Searching for any of these keys has been from the known to the unknown. Unlocking a system is not the result of a single unit but rather many units being put together until someone or something puts the units in line. (Wright brothers, Henry Ford, Goodyear, Von Braun etc.). Being around at the right time has caused many accidental discoveries. Perhaps the theory expounded in the present paper, and discovered by accident, is the key to learning. The only proof that this is the key is if it works in all areas of learning. If not, then this is not the key.It was stumbled upon while trying to unlock an answer to the question "What is the difference between someone who succeeds in school, or life, and someone who fails?"Testing, trying to see how one subject is alike or different from another subject, has been going on earnestly for the past sixty years. Intelligence tests, aptitude tests, performance tests, tests trying to find out in many possible ways how does one learn? What is the difference?With all the testing going on in the United States we can see that the children are still failing by the millions. Over the world illiteracy is rampant. Here in the United States-despite millions of dollars, thousands of remedial classes, the best books money can buy, the latest machines for children to work with, the requirement for teachers made higher (in terms of courses of preparation), new buildings, new books, and on and on,-we still have failures by the droves. Even when the material was changed into the so-called dialect of a group, the students still failed.
Horizontal constraints such as the word class of a word deleted from a passage and vertical constraints, which operate over the distribution of words that can occur at a particular word class deletion, affect the word a subject will supply from his repertoire. Forty upper division college women were administered ten sentences; in each sentence a lexical word was deleted. The subjects were asked to supply all the words they could think of that made sense in each deletion. The study seems to indicate that a skilled reader does receive information from the constraints of the sentences that he reads and that the responses are in some way constrained by the responses he makes while reading. Probably horizontal and vertical constraints are important in the comprehension of competent readers.
One hundred-thirty students were analyzed in this study to discern if there is a significant difference between good and poor readers when the subjects arc grouped as advantaged or disadvantaged. The P/S Oral Language Inventory was used and responses from subjects were considered as paradigmatic or syntagmatic. When these results were subjected to an Analysis of Variance, measureable dif ferences were noted.The data are used as background for a proposed frame of reference for both advantaged and disadvantaged learners. In such a frame the individuals would share a common reference base.The lack of verbal fluency among the disadvantaged students has been cited in many recent studies (Thomas 1962, Filmer 1967. They communicate among themselves quite easily but when it comes to formal education the breakdown is disastrous. Is it that the teacher doesn't understand them or that they do not understand the teacher? What is it that a child from an advantaged background brings to school that helps him make the formal schooling connection significantly more times than his disadvantaged counterpart? The authors are aware of the physiological, psychological, social and emotional factors present when any individual or group is measured for achievement in a school setting. This study was undertaken to ascertain whether or not any measureable differences could be identified, in verbal behavior, as a possible indication of thinking patterns.More specifically is there a difference in the paradigmatic-synta?-matic responses between high and low achievers in reading as identified by a classroom teacher? Is there a significant difference, advantaged socio-economic versus disadvantaged, between good and poor readers?Twenty-five second, third, and fourth grade teachers were asked to identify six or seven of their poorest readers and six or seven of their best readers. Several from each group were then randomly selected to take the P/S Oral Language Inventory. Each subject was asked to go with the examiner and orally respond to thirty stimulus words with the first word they thought of when they heard the stimulus word. No trials were given, no other directions stated.
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