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A STUDY IN THE ABILITY TO RETAIN AUDITORY STIMULI WITH KINDERGARTENERS
Abstract
The purpose of the study was to investigate whether or not teaching memory strategies and rehearsal techniques to kindergarteners and giving them opportunities for practice in application of those strategies will result in an improved ability to retain auditory stimuli. The null hypothesis for study was: There will be no significant difference between the memory gain scores of kindergarten children who are taught memory strategies and rehearsal techniques and given practice in their application and children who are not taught strategies and techniques and given practice in their application. The data were analyzed using a two-factor repeated measures analysis of variance. The main factor of interest was the grouping (independent) variable which had three levels: two treatment or intervention groups and one control group. These were crossed with a repeated measures factor to investigate any changes over time. The design allowed investigation of the main question: If kindergarten children are taught memory strategies and rehearsal techniques, and given practice in their application, will it result in an improved ability to retain auditory stimuli? The Sentence Imitation subtest of the TOLD and an informal test were administered as auditory pretests to three kindergarten classrooms. Two classrooms then received the intervention. The third classroom did not receive the intervention and thereby served as a control group. The intervention consisted of fifteen lessons which were ten minutes in length. The lessons were designed to teach memory strategies and rehearsal techniques and provide practice in their application. Following the training, the Sentence Imitation subtest of the TOLD and an informal test were administered as posttests. The results supported the notion that the teaching of memory strategies and rehearsal techniques to kindergarteners along with provision for practice in application of those strategies and rehearsal techniques will result in an improved ability to retain auditory stimuli.
Subject Area
Elementary education
Recommended Citation
MULLIN, LINDA LOUISE, "A STUDY IN THE ABILITY TO RETAIN AUDITORY STIMULI WITH KINDERGARTENERS" (1983). ETD collection for University of Nebraska-Lincoln. AAI8404817.
https://digitalcommons.unl.edu/dissertations/AAI8404817