Extending research on the interspersal procedure to perceptions of continuous reading assignments : Applied and theoretical implications of a failure to replicate

@article{Martin2001ExtendingRO,
  title={Extending research on the interspersal procedure to perceptions of continuous reading assignments : Applied and theoretical implications of a failure to replicate},
  author={J. J. Martin and C. Skinner and Christine E. Neddenriep},
  journal={Psychology in the Schools},
  year={2001},
  volume={38},
  pages={391-400}
}
Researchers have shown that students' perceptions of mathematics assignments could be improved by interspersing additional briefer, easier problems (e.g., Logan and Skinner, 1998). The current study was designed to extend this research to reading tasks. Seventh-grade students read out loud both a control passage and a similar experimental passage that contained additional interspersed brief (i.e., 16 words), easy (i.e., first-grade reading level) paragraphs. Students then selected the passage… Expand
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