An investigation of presenting unknown words in a contextual-noncontextual word recognition situation was conducted with EMR children. The major concern was to determine how rate of acquisition to mastery, generalization, and retention related to learning words in context or noncontext. Four children were examined in a quasi-experimental study which employed a variation of a single subject design. The findings indicated that regardless of the method of word presentation, childrens’ rate of acquisition, amount generalized, and amount retained were virtually similar.
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