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(1) The experiment failed to demonstrate any differences between treatments in efficiency for learning to pronounce except for possible lower efficiency on the part of the long delay condition. (2) The three age groups were approximately equal in ability to improve, but the college group did not retain improvement as well as the high school groups. (3) Convergent evidence indicated that classroom instruction contributed importantly to progress in learning to pronounce.
KeywordsTime Score Research Memorandum Proficiency Score High School Group Real Equipment
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