Abstract
The purpose of the study was to examine whether differences existed within and between groups of educable mentally retarded students (EMR), students with language and/or learning disabilities (LLD), students in coordinated vocational-academic education (CVAE), and students in pre-engineering construction (PEC), in relation to the acquisition and retention of concepts when aural information was presented by time-compressed speech, normal speech, and time expanded speech, under conditions that could be readily reproduced by the classroom teacher. Direction was provided to the study by the following research goals: 1. To ascertain whether the speed of audio presentation makes a significant difference to the degree of concept acquisition and retention within the following groups: EMR, LLD, CVAE and PEC students. 2. To ascertain whether the speed of audio presentation makes a significant difference to the degree of concept acquisition and retention between the following groups: EMR, LLD, CVAE and PEC students. ...
Barry, Owen James (1976). The effects of time-compressed and time-expanded speech on the acquisition and retention of concepts by selected groups of exceptional children. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -472536.