EXAMINES preschool, kindergarten, and first grade children's conceptual understanding of what constitutes a spoken English word. Children were presented with examples of 8 classes of auditory stimuli to which they responded yes if they thought each was a single word and no if they did not. Certain age trends were noted with respect to the number of correct responses to each class of stimuli and to the number of children demonstrating concept attainment within each stimulus class. All of the children, regardless of age, confused isolated phonemes and syllables with spoken words. All of the children were also able to recognize that nonverbal sounds which were not identifiable were not words. Chil-

Phonics

10.2307/747003

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Citations (78)

Informant impressions of retardate personality: reliability with extraversion, emotionality, toughmindedness

Personality and Individual Differences (1983)

Dale D. Simmons Ronni V. Rachele Lorie Woodruff Peter R. Oliver

Personality test

10.1016/0191-8869(83)90122-8

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Citations (1)

Effects of reinforcement histories of compliance and noncompliance on nonreinforced imitation

Journal of Experimental Child Psychology (1977)

Peter R. Oliver Loren E. Acker Dorothy D Oliver

Animal Behavior

10.1016/0022-0965(77)90084-4

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Citations (4)

15. ‘To Govern by Kindness’: The First Two Decades of the Mercer Reformatory for Women

University of Toronto Press eBooks (1994)

Peter R. Oliver

Kindness

10.3138/9781442627857-019

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Citations (2)

CULTURAL DIFFERENCES IN CHILDREN'S CONCEPTS OF READING AND WRITING

British Journal of Educational Psychology (1975)

Jennifer Downing Lloyd O. Ollila Peter R. Oliver

S ummary . Previous research has indicated that children enter the task of learning to read in a state of cognitive confusion regarding the function and nature of the task. The present investigation was addressed to the hypothesis that cultural differences in home background are an important influence in the development of children's understanding of the purpose of writing and their concepts of the language units employed in the written code. 92 non‐Indian Canadian children at kindergarten were compared with 72 kindergarten pupils from two Indian bands in which there is no tradition of literacy and a poverty of experiences of writing and formal concern with language analysis. On all five measures used the Indian children scored significantly lower. They were less able to recognise literacy activities, less cognisant of their purpose, and had poorer technical knowledge of units of speech and writing.

Confusion

Learning to read

10.1111/j.2044-8279.1975.tb02970.x

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Citations (33)

Concepts of Language in Children from Differing Socio-Economic Backgrounds

The Journal of Educational Research (1977)

John Downing Lloyd O. Ollila Peter R. Oliver

AbstractAn investigation of concepts of language in children from differing socio-economic backgrounds was conducted. The hypotheses were: I) that kindergarten children from schools in higher socio-economic neighborhoods would have significantly more advanced concepts of language than children in lower socio-economic areas, and 2) that this conceptual development would be correlated with more conventional measures of reading readiness. A total of 787 kindergarten children divided approximately equally into high, middle, and low socioeconomic groups were tested twice, in the second and ninth months after beginning kindergarten. Three tests were of concepts of language. Three others were conventional measures of perceptual ability in reading readiness. The data generally supported the hypotheses.

Ninth

10.1080/00220671.1977.10885004

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Citations (13)

Differentiation of grapheme-phoneme units as a function of orthography.

Journal of Educational Psychology (1972)

Peter R. Oliver Jacquelyn M. Nelson John Downing

Orthography

Grapheme

10.1037/h0033244

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Citations (4)

Effects of Teaching Different Tasks in Group versus Individual Training Formats with Severely Handicapped Individuals

Research and Practice for Persons with Severe Disabilities (1983)

Peter R. Oliver

An alternating treatments design was employed to compare the effectiveness of two group-training formats relative to individual training in teaching three severely handicapped adults to identify Bliss symbols. In one group format, each individual learned the same symbols; whereas, each learned different symbols in the other group format. Results indicated either equivalent or faster acquisition in group training than in individual training only when the same symbols were taught to each group member. When different symbols were taught to each member of the group, acquisition was slower than during individual training. Each student also demonstrated observational learning of some symbols being taught to other members of the group. Results are discussed in terms of their implications for using group training as a practical and efficient alternative to individualized instruction in classroom situations.

BLISS

10.1177/154079698300800208

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Citations (14)