THE EFFECTS OF FADING ON THE ACQUISITION AND RETENTION OF ORAL READING1

Abstract

Comparisons were made between reading programs that involved superimposition of correlated pictoral and printed stimuli, fading of the pictoral stimuli, and overt observing (touching) responses. Nursery school children aged 4 to 5.8 yr learned and retained oral reading behavior better when fading was used; observing responses had no effect.